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Talking physics during small-group work with context-rich problems - Analysed from an ownership perspective
Mälardalen University, Department of Mathematics and Physics.
Mälardalen University, Department of Mathematics and Physics.ORCID iD: 0000-0003-2666-7260
Mälardalen University, Department of Mathematics and Physics.
2009 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 7, no 3, 455-472 p.Article in journal (Refereed) Published
Abstract [en]

This study provides analyses of the conversations when university students work in small groups solving context-rich physics problems. We constructed context-rich, open-ended physics problems related to everyday life situations that lack some information required to solve and complete the tasks. The students' ownership of learning, their actions of choice and control, was analyzed in two dimensions: group and individual. Conversation analyses and flowcharts of the conversation were constructed from the complete transcripts of three groups. The theoretical framework for student ownership of learning demonstrated that it was possible to show that even if students have group ownership of the task, the individual student ownership of learning is not self-evident. The study also demonstrates the methodological power and value of the flowchart to identify conversation patterns in the groups that were effective in the search for exploratory talks and individual questions. We discuss implications for teacher development to enhance group work.

Place, publisher, year, edition, pages
2009. Vol. 7, no 3, 455-472 p.
National Category
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-4048DOI: 10.1007/s10763-008-9125-zISI: 000207961500002Scopus ID: 2-s2.0-67349252829OAI: oai:DiVA.org:mdh-4048DiVA: diva2:120588
Available from: 2006-11-30 Created: 2006-11-30 Last updated: 2014-06-23Bibliographically approved
In thesis
1. Two dimensions of Student Ownership of Learning during Small-Group Work with Miniprojects and Context Rich Problems in Physics
Open this publication in new window or tab >>Two dimensions of Student Ownership of Learning during Small-Group Work with Miniprojects and Context Rich Problems in Physics
2006 (English)Doctoral thesis, comprehensive summary (Other scientific)
Abstract [en]

In this thesis the theoretical framework student ownership of learning (SOL) is developed both theoretically and with qualitative research, based on studies of small-group work in physics with miniprojects and context rich problems. Ownership is finally defined as actions of choice and control, i.e. the realised opportunities to own organisation of the work. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task: how the task is determined, performed and finally reported. The other dimension, the individual student ownership of learning, refers to the individual student's own question/idea that comes from own experiences, interests, or anomalies of understanding; an idea/question that recurs several times and leads to new insights. From literature and from own data, categories are constructed for group and individual student ownership of learning, which have been iteratively sharpened in order to identify ownership in these two dimensions. As a consequence, the use of the framework student ownership of learning is a way to identify an optimal level of ownership for better learning and higher motivation in physics teaching.

The first part of the thesis gives an overview of the theoretical background to the studies made, and summarises the findings. The second part consists of six articles that report case studies with analyses of audio/video-recorded student cooperative work, and student group discussions, from three collections of data: 1) students working with miniprojects in teacher education, 2) upper secondary school students taking a physics course that includes both context rich problems with group discussions and miniprojects, and 3), aeronautical engineering students working with context rich problems in an introductory physics course at university.

The thesis describes in a fine-grained analysis the conversation in the groups based on Barnes discourse moves, and finds that ownership and communication are related. Group discussions are found to be an indicator for group ownership of learning and exploratory talks often promotes individual student ownership of learning.

Place, publisher, year, edition, pages
Institutionen för Matematik och Fysik, 2006
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 37
Keyword
ownership of learning, exploratory talks, physics learning, context rich problems, miniprojects
National Category
Natural Sciences
Research subject
Naturvetenskapernas och teknikens didaktik
Identifiers
urn:nbn:se:mdh:diva-169 (URN)91-85485-31-4 (ISBN)
Public defence
2007-01-12, Gamma, Hus U&T, Högskoleplan, Västerås, 10:15
Opponent
Supervisors
Available from: 2006-11-30 Created: 2006-11-30

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