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- Anderberg, Elsie, et al.
(författare)
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The epistemological role of language use in children’s explanations of physical phenomena
- 2011
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Ingår i: Cambridge Journal of Education. - 0305-764X .- 1469-3577. ; 41:4, s. 489-505
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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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- Åkerblom, Annika, et al.
(författare)
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Awareness of language use in conceptualization : a study of children's understanding of movement and gravity
- 2011
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 55:3, s. 255-271
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to examine the role of children’s awareness of the function of language use in expressing understanding. Preschool and elementary school children were asked two questions presenting a problem that could be described in classical mechanics and basic astronomy. They were then encouraged to reflect on their own language use when expressing their conceptions of the physical phenomena they had discussed. The article concerns learning from a phenomenographic perspective, with emphasis on the interplay between language use and meaning-making when developing understanding. Understanding is seen as an activity, while awareness of language use in understanding is regarded as an important aspect. 40 children in preschool and elementary school (six and ten years old respectively) participated in an empirical, qualitative investigation. A particular dialogue format was used, that has been developed within the intentional-expressive approach. Dialogue excerpts where the children expressed awareness of their own language and understanding were selected from the empirical material, and contextual analysis was used to delimit qualities of awareness expressed in these excerpts. The qualities of awareness were grouped in four descriptive categories: 1) awareness of the relation between language form and language meaning; 2) awareness of the nature of understanding; 3) awareness of the expressive function of language for new meaning; and 4) awareness of the function of language use in understanding. A widened definition of language awareness is proposed and discussed, in which awareness of the close relationship between language use and meaning-making is taken into consideration.
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