| 41. |
- Anderberg, Elsie, et al.
(author)
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The epistemological role of language use in learning : A phenomenographic intentional-expressive approach
- 2008
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In: Educational Research Review. - 1747-938X .- 1878-0385. ; 3:1, s. 14-29
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Journal article (peer-reviewed)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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| 42. |
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| 43. |
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| 44. |
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| 45. |
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| 46. |
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| 47. |
- Anderberg, Elsie
(author)
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The relation between language and thought revealed in reflecting upon words used to express the conception of a problem
- 1999
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Doctoral thesis (other academic/artistic)abstract
- The way relationships between symbols and thoughts are created is a general problem in learning, mainly described as "how students' learn to mean". This general problem raises some basic questions concerning how students' relate understanding to words used in learning. The present research provides an alternative perspective on the relationship between thought and language derived from the phenomenographic tradition and from the later philosophy of Wittgenstein. The general aim of the thesis is to analyse, describe and discuss aspects of learning and understanding concerning the relationship between thought and language. In the empirical investigation twenty-seven students from two institutes of higher education, a school of nursing and a teacher training college, participated. Qualitative interviewing was the instrument used both to stimulate students' reflection on their expressed conceptions of a particular problem presented and to document their reflection. Contextual analysis was the method used. The results of the empirical analyses are presented in related descriptive categories focusing on to three aspects of learning and understanding concerning relationships between words used and conceptions of a problem; 1) the character of relationships experienced 2) the different qualities in the process of students reflecting on relationships 3) the change of conceptions The theoretical investigation concerns, on the one hand the principle differences between understanding objects of knowledge and understanding language meaning in relation to learning and on the other hand the relationship between thought and language in theories of language meaning and understanding in the philosophy of language. One of the main conclusions drawn is that the proposed identity between thought and language within the theory of representationalism, well represented in social constructivism and individual constructivism, can not be presupposed in an educational perspective on learning as it focuses too much on learning to understand language meaning more than learning to understand objects of knowledge.
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| 48. |
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| 49. |
- Anderberg, Elsie
(author)
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Word meaning and conceptions : An empirical study of relationships between students' thinking and use of language when reasoning about a problem
- 2000
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In: Instructional science. - 0020-4277 .- 1573-1952. ; 28:2, s. 89-113
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Journal article (peer-reviewed)abstract
- In considering students' thinking, thephenomenographic tradition has paid considerableattention to conceptions of various phenomena withinthe context of learning. However, this research hasnot explicitly examined the relation betweenwords used and their meaning in the processes of understanding and learning. The present study concernsthe character of the relationships between verbalexpressions and thoughts about phenomena referred to.In order to understand these relationships more fully,an empirical study was carried out. Twenty-sevenstudents from two institutes of higher education, acollege of health science and a college of education,participated. Qualitative interviews were used to bothstimulate students' thinking about the conceptionsthey expressed of a particular problem and to documenttheir thinking. Contextual analysis was used toexamine this data. The results of the analysis arepresented in three related descriptive categories. Thecategories represent three different aspects ofrelationships between words used and thoughts aboutphenomena referred to and three different developmentsof these relationships. Finally, conclusions are drawnand are discussed in relation to research onunderstanding and learning and two major traditions inthe philosophy of language.
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| 50. |
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