1. |
|
|
2. |
|
|
3. |
|
|
4. |
- Enghag, Margareta, et al.
(författare)
-
Physics learning with exploratory talks during a mini-project : A case study of four girls working with electric circuits
- 2005
-
Ingår i: Journal of Baltic Science Education. - 1648-3898. ; 1, s. 6-11
-
Tidskriftsartikel (refereegranskat)abstract
- During physics instruction with mini-projects, four upper secondary school girls decide to plan how to teach electric circuits to younger children. Their group discussions result in a conceptual change related to the concepts resistance and current. Their prior conception, built on current consumption, leads them into conceptual conflicts, and by exploratory talks they reach a new view based on current as movement with different speed. Students’ ownership of learning (SOL) is increased by an instructional design with mini-projects. This gives students the opportunity to choose a unique question, to determine their own learning process, to increase their motivation and to enhance development of competence and self-confidence.
|
|
5. |
- Enghag, Margareta, et al.
(författare)
-
Physics learning with exploratory talks during a miniproject - a case study of four girls working with electric circuits
- 2005
-
Ingår i: Journal of Baltic Science Education. - 1648-3898. ; 4:1, s. 5-11
-
Tidskriftsartikel (refereegranskat)abstract
- During physics instruction with mini-projects, four upper secondary school girls decide to plan how to teach electric circuits to younger children. Their group discussions result in a conceptual change related to the concepts resistance and current. Their prior conception, built on current consumption, leads them into conceptual conflicts, and by exploratory talks they reach a new view based on current as movement with different speed. Students’ ownership of learning (SOL) is increased by an instructional design with mini-projects. This gives students the opportunity to choose a unique question, to determine their own learning process, to increase their motivation and to enhance development of competence and self-confidence.Ownership of learning includes factors that connect the students' learning process to the students' learning environment. In this meaning the ownership is an aspect of student influence. With further cases the conceptual relations between ownership, motivation and learning hopefully can be further developed and clarified. In this small group work in physics the students have got possibility for ownership from the instructional design, and two individual have ownership by their possibility to relate to earlier experiences and anomalies of understanding. Their unique question gives them high motivation, and help them to enhance and develop their understanding of the concepts resistance and current by exploratory talks and reflective thinking. They find their old view of resistance to be misleading, and develop a new view where resistance is connected to the current speed (as amount of charges passing per second), a view closer to scientific thinking.
|
|
6. |
|
|
7. |
- Enghag, Margareta, 1952-, et al.
(författare)
-
Talking physics during small-group work with context rich problems : analysed from an ownership perspective
- 2009
-
Ingår i: International Journal of Science and Mathematics Education. - New York : Springer. - 1571-0068 .- 1573-1774. ; 7:3, s. 455-472
-
Tidskriftsartikel (refereegranskat)abstract
- This study provides analyses of the conversations when university students work in small groups solving context-rich physics problems. We constructed context-rich, open-ended physics problems related to everyday life situations that lack some information required to solve and complete the tasks. The students' ownership of learning, their actions of choice and control, was analyzed in two dimensions: group and individual. Conversation analyses and flowcharts of the conversation were constructed from the complete transcripts of three groups. The theoretical framework for student ownership of learning demonstrated that it was possible to show that even if students have group ownership of the task, the individual student ownership of learning is not self-evident. The study also demonstrates the methodological power and value of the flowchart to identify conversation patterns in the groups that were effective in the search for exploratory talks and individual questions. We discuss implications for teacher development to enhance group work
|
|
8. |
|
|
9. |
|
|
10. |
|
|