| 1. |
- Abbafati, Cristiana, et al.
(författare)
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- 2020
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Tidskriftsartikel (refereegranskat)
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| 2. |
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| 3. |
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| 4. |
- Jeppsson, Fredrik, et al.
(författare)
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Varying use of conceptual metaphors across levels of expertise in thermodynamics
- 2014
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Konferensbidrag (refereegranskat)abstract
- Many studies have previously focused on how people with different levels of expertise solve and take on different problem situations, for instance within physics. This study focuses on how people across three levels of expertise make use of conceptual metaphors and different levels of engagement with studied phenomena in different contexts related to thermodynamics. Conceptual metaphors were found to be used across all three levels of expertise. However, what distinguishes these three levels of expertise from each other is the level of engagement with the phenomenon in different contexts and in relation to different concepts.
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| 5. |
- Jeppsson, Fredrik, et al.
(författare)
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Varying use of conceptual metaphors across levels of expertise in thermodynamics
- 2015
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 37:5-6, s. 780-805
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Tidskriftsartikel (refereegranskat)abstract
- Many studies have previously focused on how people with different levels of expertise solve physics problems. In early work, focus was on characterising differences between experts and novices and a key finding was the central role that propositionally expressed principles and laws play in expert, but not novice, problem-solving. A more recent line of research has focused on characterising continuity between experts and novices at the level of non-propositional knowledge structures and processes such as image-schemas, imagistic simulation and analogical reasoning. This study contributes to an emerging literature addressing the coordination of both propositional and non-propositional knowledge structures and processes in the development of expertise. Specifically, in this paper, we compare problem-solving across two levels of expertise — undergraduate students of chemistry and Ph.D. students in physical chemistry — identifying differences in how conceptual metaphors (CMs) are used (or not) to coordinate propositional and non-propositional knowledge structures in the context of solving problems on entropy. It is hypothesised that the acquisition of expertise involves learning to coordinate the use of CMs to interpret propositional (linguistic and mathematical) knowledge and apply it to specific problem situations. Moreover, we suggest that with increasing expertise, the use of CMs involves a greater degree of subjective engagement with physical entities and processes. Implications for research on learning and instructional practice are discussed.
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| 6. |
- Kersting, Magdalena, et al.
(författare)
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What is the role of the body in science education? A conversation between traditions
- 2023
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Ingår i: Science & Education. - : Springer. - 0926-7220 .- 1573-1901.
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Tidskriftsartikel (refereegranskat)abstract
- Bodily engagement with the material and sociocultural world is ubiquitous in doing and learning science. However, science education researchers have often tended to emphasize the disembodied and nonmaterial aspects of science learning, thereby overlooking the crucial role of the body in meaning-making processes. While in recent years we have seen a turn towards embracing embodied perspectives, there persist considerable theoretical and methodological differences within research on embodiment in science education that hamper productive discourse. What is needed is a careful examination of how different traditions and disciplines, among them philosophy, social semiotics, and cognitive science, bear on embodiment in science education research. This paper aims to explore and articulate the differences and convergences of embodied perspectives in science education research in the form of a dialogue between three fictitious personas that stand for the cognitive, social-interactionist, and phenomenological research traditions. By bringing these traditions into dialogue, we aim to better position the role of the body in the science education research landscape. In doing so, we take essential steps towards unifying terminology across different research traditions and further exploring the implications of embodiment for science education research.
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