| 1. |
- Enghag, Margareta, 1952-, et al.
(författare)
-
Student evaluations of themselves as disciplinary practitioners
- 2009
-
Ingår i: Paper presented at the GIREP-EPEC (International Research Group on Physics Teaching) Conference, University of Leicester, Great Britain, 17-21 August.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
|
|
| 2. |
- Linder, Cedric, 1954-, et al.
(författare)
-
Relationship between semiotic representations and student performance in the context of refraction
- 2024
-
Ingår i: Physical Review Physics Education Research. - : American Physical Society. - 2469-9896. ; 20:1
-
Tidskriftsartikel (refereegranskat)abstract
- Social semiotic discussions about the role played by representations in effective teaching and learning in areas such as physics have led to theoretical proposals that have a strong common thread: in order to acquire an appropriate understanding of a particular object of learning, access to the disciplinary relevance aspects in the representations used calls for the attainment of representational competence across a particular critical constellation of systematically used semiotic resources (which are referred to as modes, see more on this later). However, an affirming empirical investigation into the relationship between a particular object of learning and different representational formulations, particularly with large numbers of students, is missing in the literature, especially in the context of university -level physics education. To start to address, this research shortfall the positioning for this article is that such studies need to embrace the complexities of student thinking and application of knowledge. To achieve this, both factor and network analyses were used. Even though both approaches are grounded in different frameworks, for the task at hand, both approaches are useful for analyzing clustering dynamics within the responses of a large number of participants. Both also facilitate an exploration of how such clusters may relate to the semiotic resource formulation of a representation. The data were obtained from a questionnaire given to 1368 students drawn from 12 universities across 7 countries. The questionnaire deals with the refraction of light in introductorylevel physics and involves asking students to give their best prediction of the relative visual positioning of images and objects in different semiotically constituted situations. The results of both approaches revealed no one-to-one relationship between a particular representational formulation and a particular cluster of student responses. The factor analysis used correct answer responses to reveal clusters that brought to the fore three different complexity levels in relation to representation formulation. The network analysis used all responses (correct and incorrect) to reveal three structural patterns. What is evident from the results of both analyses is that they confirm two broad conclusions that have emerged from social semiotic explorations dealing with representations in relation to attempting to optimize teaching and learning. The first, which is linked to a facilitating -awareness perspective, is that any given disciplinary visual representation can be expected to evoke a dispersed set of knowledge structures, which is referred to as their relevance structure. Thus, the network analysis results can be seen as presenting a unique starting point for studies aiming to identify such relevance structure. The second broad conclusion is that disciplinary visual representation can and often does contain more disciplinary -relevant aspects than what may be directly visible in a given representation. These are referred to as the appresent aspects that need to become part of the total awareness needed by someone to constitute an intended meaning. The results of the factor analysis can then also be seen to be a way of capturing all the disciplinary -relevant aspects (both present and appresent). Educational implications are discussed.
|
|
| 3. |
- Volkwyn, Trevor S., 1969-, et al.
(författare)
-
Learning to use Cartesian coordinate systems to solve physics problems : the case of 'movability'
- 2020
-
Ingår i: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 41:4
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper, we show that introductory physics students may initially conceptualise Cartesian coordinate systems as being fixed in a standard orientation. Giving consideration to the role that experiences of variation play in learning, we also present an example of how this learning challenge can be effectively addressed. Using a fine-grained analytical description, we show how students can quickly come to appreciate coordinate system movability. This was done by engaging students in a conceptual learning task that involved them working with a movable magnetometer with a printed-on set of coordinate axes to determine the direction of a constant field (Earth's magnetic field).
|
|
| 4. |
- Airey, John, et al.
(författare)
-
Bilingual Scientific Literacy...
- 2008
-
Ingår i: Paper presented at Canadian Society for the Study of Education Conference 31 May-3 June 2008, University of British Columbia.
-
Konferensbidrag (refereegranskat)
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
- Bruun, Jesper, et al.
(författare)
-
Network analysis and qualitative discourse analysis of a classroom group discussion
- 2019
-
Ingår i: International Journal of Research and Method in Education. - Abingdon-on-Thames : Routledge. - 1743-727X .- 1743-7288. ; 42:3, s. 317-339
-
Tidskriftsartikel (refereegranskat)abstract
- A new methodology is proposed for qualitative discourse analysis (QDA) aimed at gaining enhanced insights into learning possibilities and indicators that arise during classroom group discussions. The constitution of this new methodology has two principle components: a discourse analysis approach that aims to identify the relationships between content and group dynamics; and a network analysis (NA) approach that uses the same data to identify meaning-related structural dynamics found in the data. The proposed methodology pairs these two components to create a supplementary iterative interchange that facilitates the attainment of greater analytic insights than are achievable by either of the two components individually. The critical aspects of the methodology are illustrated and discussed using real classroom data in ways that provide a procedural exemplar. The strengths and limitations of the proposed methodology are also discussed.
|
|
| 10. |
- Case, Jennifer, et al.
(författare)
-
Being a student again : a narrative study of a teacher's experience
- 2010
-
Ingår i: Teaching in Higher Education. - : Informa UK Limited. - 1356-2517 .- 1470-1294. ; 15:4, s. 423-433
-
Tidskriftsartikel (refereegranskat)abstract
- For some time there has been a focus in higher education research towards understanding the student experience of learning. This article presents a narrative analysis of the experience of a teacher who re-entered the learning world of undergraduate students by enrolling in a challenging chemical engineering course. The analysis identifies multiple lenses in the narrative: of student, of researcher, of teacher and of mature student. A personal reflective genre was noted which displayed an overriding emotional tenor, linked both to the emotions associated with the individual experience of struggling with difficult tasks and those arising from negotiating the social interactions of the learning environment. This hermeneutic engagement points to the value in teachers exploring their own learning, as well as new possibilities for critically examining the implications of apparently progressive teaching methodologies.
|
|
