| 23221. |
- Solstad, Bard Erlend, et al.
(författare)
-
An exploration of reciprocity between female athletes and their coach in elite junior swimming : a shared reality theory perspective
- 2022
-
Ingår i: Qualitative Research in Sport, Exercise and Health. - : Taylor & Francis. - 2159-676X .- 2159-6778. ; 14:4, s. 545-563
-
Tidskriftsartikel (refereegranskat)abstract
- Based on the proposition that the relationship between a coach and athlete is at its best when both parties contribute to enhancing its quality, the present study sought to investigate if Shared Reality Theory could provide new insights on the topic. Specifically, the purpose of the present study was to explore: (a) how a shared reality is established, or fails to be established, over the course of the sporting partnership between athletes and their coach; and (b) how the presence of a shared reality (or not) in the coach-athlete relationship is related to the experienced quality of the relationship between athletes and their coach, as recorded over time. Narrative inquiry, embedded within a longitudinal qualitative approach, was adopted. Six female elite junior swimmers and their head coach completing three interviews each over a 9-month period. Data were analysed using narrative thematic analysis, leading to the development of two narratives: A prevention-oriented narrative and a promotion-oriented narrative. Overall, the findings suggests that athletes who experience a shared reality with their coach are more motivated and report a higher sense of psychological well-being. To establish the experience of a shared reality, reciprocal and honest communication motivated by trust in the other is needed. Due to power imbalance, it is deemed important for coaches to be supportive and trustworthy to encourage athletes to communicate with them, so the coach and his/her athletes can work together in a synergistic manner.
|
|
| 23222. |
- Solvang, Lorena, 1971-
(författare)
-
Educational technology for visualisation in upper secondary physics education : The case of GeoGebra
- 2021
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In order to contribute to our understanding of how technologies can be used to visualise physical phenomena in order to support teaching and learning of the phenomena at hand, this licentiate thesis explores the ways in which visual representations created with GeoGebra can be used in upper-secondary physics education. In addition, this thesis provides a new model that can be used to characterise students’ representational competence.This thesis is a compilation of two journal articles. The first article is a systematic review of the current literature on how GeoGebra can be used to support physics education in upper-secondary schools. The second article explores students’ use and interpretation of a provided representation, a GeoGebra simulation of friction, and generation of their own representations. The systematic literature review identifies three major ways in which teachers and researchers report using GeoGebra in physics education—namely, (1) to design custom-made computer simulations, (2) to augment real experiments with virtual objects, and (3) to engage students in constructing GeoGebra simulations. The second study shows how students used improvised representations, in the form of gestures, enactments, and drawings, in their interpretation of links between microscopic aspects of friction and the provided GeoGebra simulation. The study also reveals how, during engagement with provided representations, students spontaneously move across modalities, shifting between provided and self-constructed representations, between physical and digital representations, and between modes of communication (including gestures, spoken language, and enactment). In addition, a reanalysis of selected examples of data shows that GeoGebra can facilitate transformations of mathematical representations, supporting the structural role and technical role of mathematics, whereby students are enabled to focus on the physical phenomena at hand and the parameters that influence it.
|
|
| 23223. |
- Solvang, Lorena, 1971-, et al.
(författare)
-
GeoGebra in physics education
- 2018
-
Konferensbidrag (refereegranskat)abstract
- In this presentation I would like to discuss some of the implications of using dynamic mathematics software in physics education in upper secondary schools in Sweden. The topic is in harmony with EU's Improving Teacher Quality Agenda (European Commission, 2010), with the Swedish National Strategy for School Digitization, and with enhanced formulations of digitization in the upper secondary school curriculum in Sweden and probably many other countries.Is not enough just to buy computers, tablets or other digital tools in order to increase a pupils’ digital skills. You need to create a good task for the pupils. Previous studies show that the use of digital tools can help improve student outcomes by facilitating more student-active methods and student-active methods lead to better learning outcomes than more traditional methods.Mats Brunström and Maria Fahlgren at Karlstad University have worked to develop computer-based student activities where students are given the opportunity to explore, experiment and resonate in mathematics. The dynamic mathematic program they have used is GeoGebra. Introduced in 2002 GeoGebra has a fast-growing user group with its own forums and own database of applications in mathematics and adjoining areas. We want to explore the benefits of using GeoGebra even in physics education so we have initiated a study where we analyze how pupils from an upper secondary school in Sweden interact with the software. We studied an application where the pupils examine dynamic and static friction by varying the influential variables in a systematic manner. Students worked in pairs and we video recorded the students working with the task we have created for this study. In the video analysis of student interaction, we focus on how the program supports their learning.At the Conference on Education and New learning Technologies we would like to contribute by giving examples of how to use GeoGebra for dynamic visualization in mathematics and physics and exchange ideas about how the program can be used in teaching and didactic research.
|
|
| 23224. |
- Solvang, Lorena, 1971-, et al.
(författare)
-
How can GeoGebra support physics education in upper-secondary school : a review
- 2021
-
Ingår i: Physics Education. - : Institute of Physics Publishing (IOPP). - 0031-9120 .- 1361-6552. ; 56:5, s. 1-13
-
Tidskriftsartikel (refereegranskat)abstract
- Recently, GeoGebra, a mathematics education software, has entered the scene of physics education; however, research on how the software can be used to support teaching and learning physics is limited and scattered. The aim of this article is to present a review of the current literature on how GeoGebra can be used to support physics education in upper-secondary schools. The general conclusion that comes from these studies is that GeoGebra is a user-friendly software that can be operated intuitively by teachers and students. It provides an environment in which the underlying mathematical structures are always at hand, enabling users to see connections between physical phenomena and their formal representations. In addition, teachers with or without programming skills can use the software to design custom-made computer simulations and augment real experiments with virtual objects. Our intention is to help teachers who would like to start using GeoGebra or to broaden the use of the software in physics education.
|
|
| 23225. |
- Solvang, Lorena, 1971-, et al.
(författare)
-
Learning with Friction-Students' Gestures and Enactment in Relation to a GeoGebra Simulation
- 2022
-
Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 52, s. 1659-1675
-
Tidskriftsartikel (refereegranskat)abstract
- The present study contributes to the understanding of physics students' representational competence by examining specific bodily practices (e.g. gestures, enactment) of students' interaction and constructions of representations in relation to a digital learning environment. We present and analyse video data of upper-secondary school students' interaction with a GeoGebra simulation of friction. Our analysis is based on the assumption that, in a collaborative learning environment, students use their bodies as means of dealing with interpretational problems, and that exploring students' gestures and enactment can be used to analyse their sensemaking processes. This study shows that specific features of the simulation-features connected with microscopic aspects of friction-triggered students to ask what-if and why questions and consequently, to learn about the representation. During this sense-making process, students improvised their own representations to make their ideas more explicit. The findings extend current research on students' representational competence by bringing attention to the role of students' generation of improvised representations in the processes of learning with and about representations.
|
|
| 23226. |
- Solvang, Lorena, 1971-, et al.
(författare)
-
Students’ collaborative learning of friction by use of GeoGebra and generation of their own representations
- 2020
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- IntroductionThe introduction of computers in education has contributed to an increase in the number and forms of representations used in physics classrooms. In addition, Scherr (2008) argues that understanding of how learning occurs benefits from studying how students use gestures in the process of making sense of physical phenomena. By learning about and with provided representations, and constructing their own representations, for example gestures, students are given the opportunity to develop metarepresentational competences (diSessa, 2004). DiSessa suggests that more knowledge is needed about how new representations can assist students’ understandings.The focus of our study is to contribute to knowledge about how GeoGebra, a software designed for mathematics education and which recently has received some attention also in physics education (Malgieri, Onorato, & De Ambrosis, 2014), can foster upper secondary students’ metarepresentational competences in relation to friction.MethodWe collected video data from six upper-secondary students. The students collaborated in pairs, and a video camera was placed behind each pair to record students' voices and gestures and their computer screen. For analysis, we selected events where students observed or explained both macroscopic and microscopic features of friction.ResultsThe results show that students quickly figured out how the simulation works, guided by the provided work sheets. In addition, specific features of the provided GeoGebra simulation of friction stimulated them to come up with their own representations, in the form of enactions, gestures and drawings, in particular in order to explain microscopic aspects of frictional force.DiscussionThe study shows different ways in which GeoGebra, a software originally designed for mathematics education, can be a valuable instructional tool also in the physics classroom. In particular, the possibility for students to change parameters, such as the mass and material of a moving object, by dragging sliders on the screen, invites to investigation of how they influence the studied phenomenon.
|
|
| 23227. |
- Solvang, Lorena, 1971-, et al.
(författare)
-
Two functions of visualization tools : The case of GeoGebra
- 2021
-
Konferensbidrag (refereegranskat)abstract
- In this paper, we identify two functions that interactive digital visualization tools fulfil in facilitating mathematization in physics education: namely, (1) bridging physical phenomena and formalisms and (2) bridging idealized models and formalisms. To illustrate these two mathematization functions, we present the case of GeoGebra, a flexible visualization tool which can exemplify both functions depending on how it is implemented in physics teaching and learning.
|
|
| 23228. |
- Solvang, Lorena, 1971-, et al.
(författare)
-
Upper-secondary physics students’ expression of representational competence when interacting with a GeoGebra simulation
- 2022
-
Ingår i: Book of Abstracts-GIREP 2022. - : University of Ljubljana. ; , s. 1-1
-
Konferensbidrag (refereegranskat)abstract
- The present study provides a new model that can be used to characterize students’ representational competence. By using this model, we explore upper secondary school students’ interaction with a GeoGebra simulation of friction by analyzing in which ways students express different aspects of their representational competence. The results show that by using the provided simulation in conjunction with provided set of instructions, students were able to express four of five aspects of representational competence.
|
|
| 23229. |
- Solvang, Lorena, 1971-, et al.
(författare)
-
Vad händer när dynamiska matematikprogram används i gymnasiefysiken?
- 2019
-
Ingår i: Forum för forskningsbaserad NT-undervisning. - Linköping : Linköpings universitet. - 9789176850442 ; , s. 133-150
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Regeringsbeslutet från oktober 2017, Läroplanen och Ämnesplanen för fysik i gymnasieskolan poängterar vikten av att inkludera digitala verktyg i undervisningen. Erfarenheter från skolan och didaktisk forskning visar att en ökad digital kompetens inte innebär att endast köpa in datorer, surfplattor eller liknande utrustning. Det krävs också bland annat att vi hittar bra exempel som kan användas i undervisningen och det krävs mer forskning kring användandet av digitala verktyg i undervisningen. GeoGebra, ett dynamiskt matematikprogram, är en möjlig sådan teknik, som har fått stor uppmärksamhet i matematikundervisningen. I denna studie utforskar vi möjligheterna att dra nytta av GeoGebra även i fysikundervisningen och undersöker elevernas lärprocesser under deras interaktion med programvaran. Den här studien fokuserar på hur gymnasieelever använder en fritt tillgänglig GeoGebra-applikation. Med hjälp av applikationen undersöker eleverna parvis dynamisk och statisk friktion då en kraft verkar på en kloss, genom att ändra påverkande variabler på ett systematiskt sätt, i linje med variationsteorin. Vid videoanalys av elevernas interaktion fokuserar vi på hur programmet stödjer deras lärande, till exempel kring förklaringar av friktion på makroskopiska och mikroskopiska nivåer.
|
|
| 23230. |
|
|
