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Publications (9 of 9) Show all publications
Andersson, J. & Haglund, J. (2019). Lärarstudenter konkretiserar energi genom energiteater. In: Karin Stolpe, Gunnar Höst och Andreas Larsson (Ed.), Forum för forskningsbaserad NT-undervisning: Bidrag från konferensen FobasNT18 13 – 14 mars 2018 i Norrköping: . Paper presented at Forum för forskningsbaserad NT-undervisning (pp. 23-38). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Lärarstudenter konkretiserar energi genom energiteater
2019 (Swedish)In: Forum för forskningsbaserad NT-undervisning: Bidrag från konferensen FobasNT18 13 – 14 mars 2018 i Norrköping / [ed] Karin Stolpe, Gunnar Höst och Andreas Larsson, Linköping: Linköping University Electronic Press, 2019, p. 23-38Conference paper, Published paper (Other academic)
Abstract [sv]

Vid Karlstads universitet har vi sedan hösten 2017 infört energiteater som en aktivitet i fysikkurser på samtliga grund- och ämneslärarutbildningar. Energiteater kan betraktas som en kompletterande undervisnings- och inlärningsform, där studenter förväntas att i mindre grupper tillsammans diskutera och sedan gestalta förekommande energiformer och energiomvandlingar i olika vardagsscenarier. I den här studien har videoinspelningar av en grupps gestaltningar kring två skilda scenarier analyserats i syfte att klargöra på vilket sätt energiteater stimulerar studenternas kommunikation och interaktion. Scenarierna involverarde energiomvandlingar som sker då en studsboll studsar mot marken, respektive de energiomvandlingar som sker i ett snurrande änglaspel. Resultatet visar att energiteater i stor utsträckning stimulerar utforskande samtal mellan studenterna, vilket kan betraktas somen meningsskapande dialog. Aktivitetens karaktär bidrar till att alla deltagare blir aktiva och förtrogna med förekommande energiformer och energiomvandlingar. Planerandet och genomförandet av gestaltningen skapar spontana kvalitativa diskussioner kring flödet av energi mellan olika system, som på ett naturligt sätt motiverar studenterna att vidareutveckla själva gestaltningen. Vi menar att energiteater kan stärka lärarstudenternas egen förståelse av energi, men att den även kan erbjuda en möjlig alternativ undervisningsansats för lärarstudenterna i sin blivande roll som lärare i skolan.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2019
Series
Naturvetenskapernas och teknikens didaktik ; 3
National Category
Didactics
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-72987 (URN)978-91-7685-044-2 (ISBN)
Conference
Forum för forskningsbaserad NT-undervisning
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-06-27Bibliographically approved
Andersson, J. (2017). Learning Physics Through Communication During Laboratory Work: An empirical study at upper secondary school. (Doctoral dissertation). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Learning Physics Through Communication During Laboratory Work: An empirical study at upper secondary school
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Laboratory work as a teaching and learning method is given prominence in the Swedish physics curriculum for upper secondary school. It is emphasised that students should be given opportunities to develop the ability to search for answers to questions, plan, conduct, interpret and present results. Moreover, students should also be encouraged to use their physics knowledge to communicate, argument and present conclusions. This thesis is based on the belief that physics laboratory work creates a special discourse, where the student becomes the actor and the teacher becomes the organiser and observer. Such an environment enables students to naturally engage in physics discussions using their own terms. The aim is to explore students’ laboratory work at upper secondary school in-depth, with respect to its design and influence on students’ communication. Through analysis of students’ communication, the purpose is to better understand the physics laboratory work’s possibilities as a teaching and learning method. This will contribute to ongoing debate about the effectiveness of laboratory work. The results show that laboratory work consists of similar activities but differs in amount of time allocated to the different activities. Different types of talk are used for different purposes. An analytical framework has been created to enable deeper investigations of how and what students are talking about at both a linguistic and cognitive level. Moreover, the analysis shows the importance of students acquiring knowledge about physics and understanding the value of using an investigative approach as well as acquiring core content physics knowledge.

Abstract [en]

Laboratory work as a teaching and learning method is given prominence in the Swedish physics curriculum for upper secondary school. It is emphasised that students should be given opportunities to develop the ability to search for answers to questions, plan, conduct, interpret and present results. Moreover, students should also be encouraged to use their physics knowledge to communicate, argument and present conclusions. This thesis is based on the belief that physics laboratory work creates a special discourse, where the student becomes the actor and the teacher becomes the organiser and observer. Through analysis of students’ communication, the purpose is to better understand the physics laboratory work’s possibilities as a teaching and learning method. The results show that laboratory work consists of similar activities but differs in amount of time allocated to the different activities. Different types of talk are used for different purposes. An analytical framework has been created to enable deeper investigations of how and what students are talking about at both a linguistic and cognitive level. Moreover, the analysis shows the importance of students acquiring knowledge about physics and understanding the value of using an investigative approach as well as acquiring core content physics knowledge. 

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2017. p. 77
Series
Karlstad University Studies, ISSN 1403-8099 ; 2017:20
Keywords
Physics education, Laboratory Work, Inquiry, Communication, Discourse Analysis
National Category
Educational Sciences
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-48454 (URN)978-91-7063-781-0 (ISBN)978-91-7063-782-7 (ISBN)
Public defence
2017-06-13, 21A342, Eva Erikssonsalen, Universitetsgatan 2, Karlstad, 15:00 (Swedish)
Opponent
Supervisors
Available from: 2017-05-24 Created: 2017-05-03 Last updated: 2018-01-23Bibliographically approved
Andersson, J. & Enghag, M. (2017). The laboratory work style's influence on students' communication. Journal of Baltic Science Education, 16(6), 958-979
Open this publication in new window or tab >>The laboratory work style's influence on students' communication
2017 (English)In: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 16, no 6, p. 958-979Article in journal (Refereed) Published
Abstract [en]

More knowledge of how the actual design of the laboratory work influence students' communication, is needed to design and implement physics laboratory work lessons. The aim with this quantitative research, conducted at a Swedish upper secondary school, was to explore how the design of the laboratory work affects students' communication. Twenty students divided into five groups participated in this natural case study and were video recorded while performing four practical tasks with the theme uniformly accelerated motion, designed by their teacher. The four workstations were categorised based on three predefined descriptors: outcome, approach and procedure. Students' work at each workstation was coded according to five defined activities: planning, preparing equipment, collecting data, processing data and analysis of results. The activities were thereafter divided into shorter episodes that were coded for three different types of communication: disputational talk, cumulative talk and exploratory talk. The result shows that the amount of exploratory talk students engaged in are influenced by the style of the laboratory work and the character of the activity. Based on these research results, teachers can better accustom the laboratory work to facilitate fruitful physics discussions which endorse students' learning.

Place, publisher, year, edition, pages
Siauliai, Lithuania: SMC “Scientia Educologica”, 2017
Keywords
Different styles of laboratory work, different types of talk, quantitative analysis of students’ communication
National Category
Educational Sciences
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-65957 (URN)000418941000010 ()
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-04-06Bibliographically approved
Andersson, J. & Enghag, M. (2017). The relation between students’ communicative moves during laboratory work in physics and outcomes of their actions. International Journal of Science Education, 39(2), 158-180
Open this publication in new window or tab >>The relation between students’ communicative moves during laboratory work in physics and outcomes of their actions
2017 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, no 2, p. 158-180Article in journal (Refereed) Published
Abstract [en]

In this case study, we explore students’ communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between the interaction and content of students’ communication and outcomes of their actions, with the purpose of finding new knowledge for informing teachers in their choice of instruction. We make discourse analysis of how students interact but also of what students are discussing in terms of underlying content at a linguistic and cognitive level. Twenty students divided into five groups were video recorded while performing four practical tasks at different stations during laboratory work about motion. An analytical framework was developed and applied for one group to three parts of the transcripts in which three different talk-types occurred. Discursive, content, action and purposive moves in the process were identified for each talk-type at both linguistic and cognitive levels. These moves represent information concerning what the teacher actually assigns students to do, and how students make meaning of the activities. Through these different communicative moves, students experience how laboratory work can enhance their competence to collaborate in a scientific environment with complex practical and theoretical questions to solve quickly. Implications of the findings are discussed. 

Keywords
Communication; discourse analysis; interaction; laboratory work; physics education; practical work; talk-types
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-48450 (URN)10.1080/09500693.2016.1270478 (DOI)000397031500003 ()
Available from: 2017-05-03 Created: 2017-05-03 Last updated: 2018-01-23Bibliographically approved
Andersson, J. (2015). Laborativt arbete i fysikundervisningen: Något som behöver diskuteras!. (Licentiate dissertation). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Laborativt arbete i fysikundervisningen: Något som behöver diskuteras!
2015 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
Abstract [sv]

Baksidestext

I gymnasieskolans kursplaner för ämnet fysik framhålls det undersökande arbetssättet genom att betona att eleverna ska ges förutsättningar att utveckla förmågan att söka svar på frågor, planera, genomföra, tolka och redovisa experiment. Eleverna ska dessutom ges möjligheter att använda sina kunskaper i fysik för att kommunicera, argumentera och presentera slutsatser. Utgångspunkten i den här avhandlingen är att laborationsmomentet skapar en speciell diskurs där eleverna blir aktörer och läraren iträder rollen som observatör. I en sådan miljö skapas förutsättningar för att eleverna på ett naturligt sätt får möjlighet att prata och diskutera fysik, utifrån sina egna förutsättningar. Syftet med denna avhandling är att genom praktikbaserade studier tydliggöra hur fysiklaborationens utformning påverkar elevernas kommunikation och vidare hur eleverna använder språket vid laborationstillfället för att skapa förståelse. Detta bidrar till debatten om fysiklaborationens effektivitet, sett både ur ett undervisnings- och inlärningsperspektiv. Resultaten visar att olika laborationsformer är uppbyggda av liknande aktiviteter, men varierar i tid som ägnas åt de olika aktiviteterna. Aktiviteterna i sin tur skapar samtal av olika karaktär. Olika samtalsformer används för skilda syften. Ett analytiskt ramverk har skapats för att ingående kunna studera hur och vad eleverna talar om både på en lingvistisk och kognitiv nivå.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2015. p. 37
Series
Karlstad University Studies, ISSN 1403-8099 ; 2015:14
Keywords
Laborativt arbete, Fysikdidaktik, Kommunikation, Effektivitet, Laborationsformer
National Category
Didactics
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-35125 (URN)978-91-7063-625-7 (ISBN)
Presentation
2015-03-04, 21D 304, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2015-03-04 Created: 2015-02-03 Last updated: 2018-01-23Bibliographically 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
Andersson, J.Different Styles of Laboratory Work - Different Types of Communication: Students’ talk during laboratory work in upper secondary school physics.
Open this publication in new window or tab >>Different Styles of Laboratory Work - Different Types of Communication: Students’ talk during laboratory work in upper secondary school physics
(English)Manuscript (preprint) (Other academic)
Keywords
Science education, Laboratory work, Practical work, Inquiry, Communication, Talk-types, Physics
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-48453 (URN)
Available from: 2017-05-03 Created: 2017-05-03 Last updated: 2018-03-27Bibliographically approved
Andersson, J.Open Inquiry-Based Learning in Physics: Students' Communicative Moves Under Scrutiny.
Open this publication in new window or tab >>Open Inquiry-Based Learning in Physics: Students' Communicative Moves Under Scrutiny
(English)Manuscript (preprint) (Other academic)
Keywords
Laboratory work, Communication, Discourse analysis, Physics Education
National Category
Didactics
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-48452 (URN)
Available from: 2017-05-03 Created: 2017-05-03 Last updated: 2018-03-27Bibliographically approved
Andersson, J. & Enghag, M.Student talk during the process of laboratory work of linear motion in school physics.
Open this publication in new window or tab >>Student talk during the process of laboratory work of linear motion in school physics
(English)Manuscript (preprint) (Other academic)
Keywords
science education, laboratory work, discourse analysis, talk-types, motion, physics
National Category
Didactics
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-35124 (URN)
Available from: 2015-02-03 Created: 2015-02-03 Last updated: 2018-01-23Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1154-8218

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