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Sökning: WFRF:(Anderberg Elsie)

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  • Anderberg, Elsie, et al. (författare)
  • The epistemological role of language use in children’s explanations of physical phenomena
  • 2011
  • Ingår i: Cambridge Journal of Education. - 0305-764X .- 1469-3577. ; 41:4, s. 489-505
  • Tidskriftsartikel (refereegranskat)abstract
    • The article investigates the interplay between the meaning given to certain key expressions and pupils’ understanding of science subject matter, in a qualitative study of learning. The intentional-expressive approach to the epistemological role of language use served as a theoretical frame, within the wider context of phenomenographic research on learning. Data were collected using a particular dialogue structure. Micro-process analysis was employed to examine the data. Two descriptive categories emerged: 1) Exploring the function of meaning, and 2) Inventory of meaning. Pupils who explored the function of meaning related their explanations, both to other expressions, and to their personal understanding of the physical problem. Pupils who made inventories of meaning mostly directed attention towards expressions as words. Emphasis was on correct reproduction of scientific terminology. Inventory of meaning was most common in the dialogues with the fourteen-year-olds, while exploring the function of meaning dominated in dialogues with the ten-year-olds.
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  • Anderberg, Elsie, et al. (författare)
  • The epistemological role of language use in learning : A phenomenographic intentional-expressive approach
  • 2008
  • Ingår i: Educational Research Review. - 1747-938X .- 1878-0385. ; 3:1, s. 14-29
  • Tidskriftsartikel (refereegranskat)abstract
    • In research on learning, one of the fundamental questions concerns issues of language and thought. A number of empirical studies have revealed the interplay between understanding of subject matter and meanings of language expressions to be more dynamic and ambiguous than is commonly acknowledged. The aim of this article is to outline an alternative intentional-expressive approach to the interplay between use of language and understanding of subject matter as a contribution to the theoretical development in research on learning. The approach is based on a conception of language that focuses on the function of learners' language use in relation to subject matter in developing and expressing understanding. The learner is seen as an agent, and the focus is on the use of language from the learner's perspective. Four aspects of the relation between learners and subject matter are described and discussed. Conclusions concern the value of this approach as a complement and alternative to the dominant communicative and cognitive approaches to the role of language in learning.
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