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- Eskilsson, Olle, et al.
(författare)
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A longitudinal study on 10-12-year-olds' conceptions of the transformations of matter
- 2003
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Ingår i: Chemistry education. - 1109-4028 .- 1109-4028. ; 4:3, s. 291-304
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Tidskriftsartikel (refereegranskat)abstract
- The main aim of this project was to study young people’s ability to use science knowledge when talking about and explaining everyday phenomena involving transformations of matter. Students’ individual knowledge was studied both as their spontaneous explanations and as their explanations with appropriate help in discussions with the researcher or with other students. The framework for learning in this study was a social constructivist perspective of learning. In the project students discussed everyday phenomena with peers and with the researcher. The role of the discourse was stressed in the interviews as well as the development of students’ use of their mental models when explaining everyday phenomena. Data were gathered through four interviews with each one of 40 students, between 9 and 11 years of age.. The development of the basic particle model was one of the themes during the instructional units. Other recurrent themes were states of matter, gases and chemical reaction. Most of the students were able to use knowledge of science when talking about known everyday phenomena. Almost all of the students in the group developed the use of their own mental models during the project.
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- Eskilsson, Olle, et al.
(författare)
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A longitudinal study on 10-12-year-olds' conceptions of the transformations of matter
- 2003
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Ingår i: Chemistry education. - 1109-4028. ; 4:3, s. 291-304
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Tidskriftsartikel (refereegranskat)abstract
- The main aim of this project was to study young people’s ability to use science knowledge when talking about and explaining everyday phenomena involving transformations of matter. Students’ individual knowledge was studied both as their spontaneous explanations and as their explanations with appropriate help in discussions with the researcher or with other students. The framework for learning in this study was a social constructivist perspective of learning. In the project students discussed everyday phenomena with peers and with the researcher. The role of the discourse was stressed in the interviews as well as the development of students’ use of their mental models when explaining everyday phenomena. Data were gathered through four interviews with each one of 40 students, between 9 and 11 years of age.. The development of the basic particle model was one of the themes during the instructional units. Other recurrent themes were states of matter, gases and chemical reaction. Most of the students were able to use knowledge of science when talking about known everyday phenomena. Almost all of the students in the group developed the use of their own mental models during the project.
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- Eskilsson, Olle, et al.
(författare)
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Communication and learning in science lessons
- 2009
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Ingår i: Ämnesdidaktiska brobyggen. - Karlstad : Karlstad University Press. - 9789185335800 ; , s. 110-122
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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- Eskilsson, Olle, et al.
(författare)
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Communication and Learning in Science Lessons
- 2009
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Ingår i: Ämnesdidaktiska brobyggen. - Karlstad : Karlstad University Press. - 9789185335800 ; , s. 110-122
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Eskilsson, Olle
(författare)
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En longitudinell studie av 10-12-åringars förståelse av materiens förändringar
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main aim of this study was to study young people’s ability to use science knowledge when talking about and explaining everyday phenomena involving transformations of matter. Pupils’ individual knowledge was studied both through their spontaneous explanations and through their explanations with appropriate help in discussions with me or with other pupils. The framework for learning in this study involved both pupils’ individual learning and their learning in a social context. In the project, pupils discussed everyday phenomena with peers and with me. The role of the discourse was stressed in the interviews as well as pupils’ use of parallel models of explanations. Data were gathered through four interviews with each one of 40 pupils from five classes during a longitudinal study over two years. The pupils were about 10 years old at the first interview. During the study three instructional units were carried out in the five classes. In the first instructional unit a basic particle model was introduced, to be used when discussing experimental situations during the instructional units. The development of the basic particle model was one of the themes during the instructional units. Other recurrent themes were states of matter, gases and chemical reactions. I decided not to introduce the concept of chemical reaction until the last instructional unit. Pupils’ statements in the interviews were categorised from these themes. The categorizations emanated from presented research on pupils’ conceptions of science but also from the statements of the actual group of pupils. The correctness of the science concepts used was also taken into account in the categorizations. Sometimes I altered a method used before and sometimes I developed a categorization for a special purpose in my study. An example of the category systems is the combined classification of pupils’ conceptions of the particle nature of matter that contains three perspectives: A/ the quality of pupils’ particle model as revealed during the interview B/ the nature of pupils’ use of the concept of molecule during the interview C/ the number of situations in the interview where pupils use the concept of molecule. The pupils did not replace their old models; they put for example a new particle model beside their old everyday model. Then they chose which model to use when they met new situations. Most of the pupils were able to use knowledge of science when talking about known everyday phenomena involving transformations of matter. Almost all of the pupils in the group developed their own thinking models during the project. Pupils’ growing ability to describe features of chemical reactions and the development of their own particle model could help them to understand for example the nature of chemical reactions.
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- Eskilsson, Olle, 1942-
(författare)
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The quality of lower secondary students' discussions during labwork in chemistry
- 2008
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Ingår i: Eurasia Journal of Mathematics, Science & Technology Education. - 1305-8223. ; 4:3, s. 247-254
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this project is to study the quality of the discussions in groups of students during laboratory work. The project builds on a study of the role of communication in science classrooms with students aged 14-15 years. An intervention with role-playing for example reporting to another group is carried out to foster discourses that focus students’ use of science knowledge. The discussions have been divided into sequences. In each sequence the students are discussing one separate part of the lab work activity. A revised version of the SOLO-taxonomy has been used in the analysis of tape recordings from students’ discussions during lab work and from the reporting to another group. The students talk about the experimental procedure as well as the science content. In most of the groups the analysis show a long-term development towards higher quality mixed with unistructural sequences. During the reporting to another group the students describe the experiment using new knowledge and new concepts. Almost all the reporting groups use two or more concepts well integrated. The reporting to another group stimulates students’ discussions. The SOLOtaxonomy makes it possible to assess group learning and interaction in lab groups.
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| 10. |
- Eskilsson, Olle
(författare)
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The quality of lower secondary students' discussions during labwork in chemistry
- 2008
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Ingår i: Eurasia Journal of Mathematics, Science & Technology Education. - 1305-8223. ; 4:3, s. 247-254
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this project is to study the quality of the discussions in groups of students during laboratory work. The project builds on a study of the role of communication in science classrooms with students aged 14-15 years. An intervention with role-playing for example reporting to another group is carried out to foster discourses that focus students’ use of science knowledge. The discussions have been divided into sequences. In each sequence the students are discussing one separate part of the lab work activity. A revised version of the SOLO-taxonomy has been used in the analysis of tape recordings from students’ discussions during lab work and from the reporting to another group. The students talk about the experimental procedure as well as the science content. In most of the groups the analysis show a long-term development towards higher quality mixed with unistructural sequences. During the reporting to another group the students describe the experiment using new knowledge and new concepts. Almost all the reporting groups use two or more concepts well integrated. The reporting to another group stimulates students’ discussions. The SOLOtaxonomy makes it possible to assess group learning and interaction in lab groups.
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