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Publications (10 of 16) Show all publications
Enghag, M., Forsman, J., Linder, C., MacKinnon, A. & Moons, E. (2013). Using a disciplinary discourse lens to explore how representations afford meaning making in a typical wave physics course. International Journal of Science and Mathematics Education, 11(3), 625-650
Open this publication in new window or tab >>Using a disciplinary discourse lens to explore how representations afford meaning making in a typical wave physics course
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2013 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 11, no 3, p. 625-650Article in journal (Refereed) Published
Abstract [en]

We carried out a case study in a wave physics course at a Swedish university in order to investigate the relations between the representations used in the lessons and the experience of meaning making in interview–discussions. The grounding of these interview–discussions also included obtaining a rich description of the lesson environment in terms of the communicative approaches used and the students’ preferences for modes of representations that best enable meaning making. The background for this grounding was the first two lessons of a 5-week course on wave physics (70 students). The data collection for both the grounding and the principal research questions consisted of video recordings from the first two lessons: a student questionnaire of student preferences for representations (given before and after the course) and video-recorded interview–discussions with students (seven pairs and one on their own). The results characterize the use of communicative approaches, what modes of representation were used in the lectures, and the trend in what representations students’ preferred for meaning making, all in order to illustrate how students engage with these representations with respect to their experienced meaning making. Interesting aspects that emerged from the study are discussed in terms of how representations do not, in themselves, necessarily enable a range of meaning making; that meaning making from representations is critically related to how the representations get situated in the learning environment; and how constellations of modes of disciplinary discourse may be necessary but not always sufficient. Finally, pedagogical comments and further research possibilities are presented.

Place, publisher, year, edition, pages
Berlin: , 2013
Keywords
communicative approaches, disciplinary discourse, meaning making, physics education, waves, representations
National Category
Didactics Other Physics Topics
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-15756 (URN)10.1007/s10763-012-9357-9 (DOI)000318554500005 ()11199996 (Local ID)11199996 (Archive number)11199996 (OAI)
Funder
Swedish Research Council
Available from: 2012-11-23 Created: 2012-11-23 Last updated: 2017-12-07Bibliographically approved
Andersson, J. & Enghag, M. (2012). The Effectiveness of Laboratory Work in Physics: A Case Study at Upper Secondary School in Sweden. In: Mehmet Fatih Taşar (Ed.), Proceedings of The World Conference on Physics Education 2012: WCPE 2012. Paper presented at WCPE -The World Conference on Physics Education 1-7 july 2012, Istanbul, Turkiet (pp. 729-740).
Open this publication in new window or tab >>The Effectiveness of Laboratory Work in Physics: A Case Study at Upper Secondary School in Sweden
2012 (Swedish)In: Proceedings of The World Conference on Physics Education 2012: WCPE 2012 / [ed] Mehmet Fatih Taşar, 2012, p. 729-740Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The present paper reports on a case study that examined the effectiveness of a practical activity in physics, at a Swedish upper secondary school. A teacher and 19 students participated in the study. The students were observed while working with the topic motion, in a computer based laboratory environment (CBL). This case study is part of an ongoing longitudinal study, about the role of laboratory work with different degrees of freedom. The analysis of interviews, written reports and posttest, shows that the practical work was effective based on Millar’s model. Even so, the students had difficulties expressing what they learned from the activity. This study emphasizes the complexity of planning and conducting laboratory work that is effective, from several different aspects. 

Keywords
Physics education, Laboratory work, Effectiveness, Experiences, Computer based lab
National Category
Didactics
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-35120 (URN)978-605-364-658-7 (ISBN)
Conference
WCPE -The World Conference on Physics Education 1-7 july 2012, Istanbul, Turkiet
Available from: 2015-02-03 Created: 2015-02-03 Last updated: 2018-01-23Bibliographically approved
Jonsson, G., Enghag, M. & Gustafsson, P. (2011). Discussing Physics in Groups Using Quantitative and Qualitative Problems. In: : . Paper presented at NFSUN 2011, Linköping, Sweden, June 14-16, 2011.
Open this publication in new window or tab >>Discussing Physics in Groups Using Quantitative and Qualitative Problems
2011 (English)Conference paper, Published paper (Refereed)
National Category
Natural Sciences
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-16022 (URN)
Conference
NFSUN 2011, Linköping, Sweden, June 14-16, 2011
Available from: 2012-11-30 Created: 2012-11-30 Last updated: 2014-11-21Bibliographically approved
Enghag, M. (2010). The importance of interaction and talk to enhance physics understanding. Paper presented at XVIII Taller Internacional Nuevas Tendencias en la Enseñanza de la Física, vid Benemérita Universidad Autónoma de Puebla Mayo 27 - 30, 2010, Puebla, México. Paper presented at XVIII Taller Internacional Nuevas Tendencias en la Enseñanza de la Física, vid Benemérita Universidad Autónoma de Puebla Mayo 27 - 30, 2010, Puebla, México.
Open this publication in new window or tab >>The importance of interaction and talk to enhance physics understanding
2010 (English)Conference paper, Published paper (Refereed)
Keywords
Subject Didactics
National Category
Physical Sciences
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-10155 (URN)
Conference
XVIII Taller Internacional Nuevas Tendencias en la Enseñanza de la Física, vid Benemérita Universidad Autónoma de Puebla Mayo 27 - 30, 2010, Puebla, México
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2014-11-21Bibliographically approved
Enghag, M., Wahlquist, B. & Hell, L. (2009). Emergent Dialogic Teaching of Newtons Second Law. Paper presented at ESERA (European Science Education Research Association Istanbul /Turkey. Paper presented at ESERA (European Science Education Research Association Istanbul /Turkey.
Open this publication in new window or tab >>Emergent Dialogic Teaching of Newtons Second Law
2009 (English)Conference paper, Published paper (Refereed)
Keywords
Subject Didactics
National Category
Physical Sciences
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-10157 (URN)
Conference
ESERA (European Science Education Research Association Istanbul /Turkey
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2014-11-21Bibliographically approved
Enghag, M., Moons, E., Forsman, J., Wikman, S., Andersson, S. & Linder, C. (2009). Student evaluations of themselves as disciplinary practitioners. Paper presented at Community and Cooperation: GIREP-EPEC & PHEC 2009 International Conference, Univercity of Leicester, UK, August 17-21.
Open this publication in new window or tab >>Student evaluations of themselves as disciplinary practitioners
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2009 (English)Conference paper, Published paper (Other academic)
Keywords
Physics didactics
National Category
Physical Sciences Other Physics Topics Didactics
Research subject
Physics; Education
Identifiers
urn:nbn:se:kau:diva-10156 (URN)
Conference
Community and Cooperation: GIREP-EPEC & PHEC 2009 International Conference, Univercity of Leicester, UK, August 17-21
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2017-12-06Bibliographically approved
Enghag, M., Gustafsson, P. & Jonsson, G. (2009). Talking physics during small-group work with context rich problems: analysed from an ownership perspective. International Journal of Science and Mathematics Education, 7(3), 455-472
Open this publication in new window or tab >>Talking physics during small-group work with context rich problems: analysed from an ownership perspective
2009 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 7, no 3, p. 455-472Article 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
New York: Springer, 2009
Keywords
Classroom Techniques; Physics; Small Group Instruction; Higher Education; Models; College Students
National Category
Natural Sciences
Identifiers
urn:nbn:se:kau:diva-16019 (URN)10.1007/s10763-008-9125-z (DOI)
Available from: 2012-11-30 Created: 2012-11-30 Last updated: 2017-12-07Bibliographically approved
Enghag, M. & Niedderer, H. (2008). Two Dimensions of Student Ownershipof Learning During Small-Group Work in Physics. International Journal of Science and Mathematics Education 6:629-653
Open this publication in new window or tab >>Two Dimensions of Student Ownershipof Learning During Small-Group Work in Physics
2008 (English)In: International Journal of Science and Mathematics Education 6:629-653Article in journal (Refereed)
Abstract [en]

The theoretical framework student ownership of learning is developed both theoretically and with qualitative research. The metaphor ownership is related to the process towards meaning making and understanding and is seen as relevant especially to improve physics instruction. 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 an individual students own question/idea that comes from own experiences, interests or anomalies of understanding; an idea/question that comes back several times and leads to new insights. From literature and from our own data, we have developed categories for group and individual student ownership of learning, which were iteratively sharpened in order to identify ownership in the two dimensions. As a consequence, we argue for use of the framework student ownership of learning as a way to identify an optimal level of ownership for better learning and higher motivation in physics teaching

Keywords
group work - miniprojects - physics teaching - student ownership of learning, Ämnesdidaktik, Subject Didactics
National Category
Physical Sciences
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-25136 (URN)
Available from: 2013-01-22 Created: 2013-01-22 Last updated: 2014-11-21
Enghag, M. (2008). University students personal ideas about school physics as starting point for dialogic/interactive talk. Paper presented at In 2008 the 9 th Nordic Research Symposium on Science Education, Reikjavik, Iceland. Paper presented at In 2008 the 9 th Nordic Research Symposium on Science Education, Reikjavik, Iceland.
Open this publication in new window or tab >>University students personal ideas about school physics as starting point for dialogic/interactive talk
2008 (English)Conference paper, Published paper (Refereed)
National Category
Physical Sciences
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-25227 (URN)
Conference
In 2008 the 9 th Nordic Research Symposium on Science Education, Reikjavik, Iceland
Available from: 2013-01-22 Created: 2013-01-22 Last updated: 2014-11-21
Enghag, M., Gustafsson, P. & Jonsson, G. (2007). From everyday life experiences to physics understanding occurring in small group work with context rich problems during introductory physics work at university. Research in Science Education, 37:449-467
Open this publication in new window or tab >>From everyday life experiences to physics understanding occurring in small group work with context rich problems during introductory physics work at university
2007 (English)In: Research in Science Education, 37:449-467Article in journal (Refereed)
Keywords
Ämnesdidaktik, Subject Didactics
National Category
Physical Sciences
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-19511 (URN)
Available from: 2013-01-21 Created: 2013-01-21 Last updated: 2014-11-21
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3250-4268

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