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The relation between students’ communicative moves during laboratory work in physics and outcomes of their actions
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik.ORCID-id: 0000-0003-1154-8218
Stockholms universitet.
2017 (Engelska)Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, nr 2, s. 158-180Artikel i tidskrift (Refereegranskat) 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. 

Ort, förlag, år, upplaga, sidor
2017. Vol. 39, nr 2, s. 158-180
Nyckelord [en]
Communication; discourse analysis; interaction; laboratory work; physics education; practical work; talk-types
Nationell ämneskategori
Didaktik
Forskningsämne
Pedagogik
Identifikatorer
URN: urn:nbn:se:kau:diva-48450DOI: 10.1080/09500693.2016.1270478ISI: 000397031500003OAI: oai:DiVA.org:kau-48450DiVA, id: diva2:1092475
Tillgänglig från: 2017-05-03 Skapad: 2017-05-03 Senast uppdaterad: 2018-01-23Bibliografiskt granskad
Ingår i avhandling
1. Learning Physics Through Communication During Laboratory Work: An empirical study at upper secondary school
Öppna denna publikation i ny flik eller fönster >>Learning Physics Through Communication During Laboratory Work: An empirical study at upper secondary school
2017 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
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. 

Ort, förlag, år, upplaga, sidor
Karlstad: Karlstads universitet, 2017. s. 77
Serie
Karlstad University Studies, ISSN 1403-8099 ; 2017:20
Nyckelord
Physics education, Laboratory Work, Inquiry, Communication, Discourse Analysis
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Fysik
Identifikatorer
urn:nbn:se:kau:diva-48454 (URN)978-91-7063-781-0 (ISBN)978-91-7063-782-7 (ISBN)
Disputation
2017-06-13, 21A342, Eva Erikssonsalen, Universitetsgatan 2, Karlstad, 15:00 (Svenska)
Opponent
Handledare
Tillgänglig från: 2017-05-24 Skapad: 2017-05-03 Senast uppdaterad: 2018-01-23Bibliografiskt granskad

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Andersson, Jan

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