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| 2. |
- Andersson, Jan, 1973-
(författare)
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Laborativt arbete i fysikundervisningen : Något som behöver diskuteras!
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- BaksidestextI gymnasieskolans kursplaner för ämnet fysik framhålls det undersökande arbetssättet genom att betona att eleverna ska ges förutsättningar att utveckla förmågan att söka svar på frågor, planera, genomföra, tolka och redovisa experiment. Eleverna ska dessutom ges möjligheter att använda sina kunskaper i fysik för att kommunicera, argumentera och presentera slutsatser. Utgångspunkten i den här avhandlingen är att laborationsmomentet skapar en speciell diskurs där eleverna blir aktörer och läraren iträder rollen som observatör. I en sådan miljö skapas förutsättningar för att eleverna på ett naturligt sätt får möjlighet att prata och diskutera fysik, utifrån sina egna förutsättningar. Syftet med denna avhandling är att genom praktikbaserade studier tydliggöra hur fysiklaborationens utformning påverkar elevernas kommunikation och vidare hur eleverna använder språket vid laborationstillfället för att skapa förståelse. Detta bidrar till debatten om fysiklaborationens effektivitet, sett både ur ett undervisnings- och inlärningsperspektiv. Resultaten visar att olika laborationsformer är uppbyggda av liknande aktiviteter, men varierar i tid som ägnas åt de olika aktiviteterna. Aktiviteterna i sin tur skapar samtal av olika karaktär. Olika samtalsformer används för skilda syften. Ett analytiskt ramverk har skapats för att ingående kunna studera hur och vad eleverna talar om både på en lingvistisk och kognitiv nivå.
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| 3. |
- Andersson, Jan, 1973-
(författare)
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Learning Physics Through Communication During Laboratory Work : An empirical study at upper secondary school
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Laboratory work as a teaching and learning method is given prominence in the Swedish physics curriculum for upper secondary school. It is emphasised that students should be given opportunities to develop the ability to search for answers to questions, plan, conduct, interpret and present results. Moreover, students should also be encouraged to use their physics knowledge to communicate, argument and present conclusions. This thesis is based on the belief that physics laboratory work creates a special discourse, where the student becomes the actor and the teacher becomes the organiser and observer. Such an environment enables students to naturally engage in physics discussions using their own terms. The aim is to explore students’ laboratory work at upper secondary school in-depth, with respect to its design and influence on students’ communication. Through analysis of students’ communication, the purpose is to better understand the physics laboratory work’s possibilities as a teaching and learning method. This will contribute to ongoing debate about the effectiveness of laboratory work. The results show that laboratory work consists of similar activities but differs in amount of time allocated to the different activities. Different types of talk are used for different purposes. An analytical framework has been created to enable deeper investigations of how and what students are talking about at both a linguistic and cognitive level. Moreover, the analysis shows the importance of students acquiring knowledge about physics and understanding the value of using an investigative approach as well as acquiring core content physics knowledge.
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- Andersson, Jan, 1973-, et al.
(författare)
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The Effectiveness of Laboratory Work in Physics : A Case Study at Upper Secondary School in Sweden
- 2012
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Ingår i: Proceedings of The World Conference on Physics Education 2012. - 9786053646587 ; , s. 729-740
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Konferensbidrag (refereegranskat)abstract
- The present paper reports on a case study that examined the effectiveness of a practical activity in physics, at a Swedish upper secondary school. A teacher and 19 students participated in the study. The students were observed while working with the topic motion, in a computer based laboratory environment (CBL). This case study is part of an ongoing longitudinal study, about the role of laboratory work with different degrees of freedom. The analysis of interviews, written reports and posttest, shows that the practical work was effective based on Millar’s model. Even so, the students had difficulties expressing what they learned from the activity. This study emphasizes the complexity of planning and conducting laboratory work that is effective, from several different aspects.
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| 6. |
- Andersson, Jan, 1973-, et al.
(författare)
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The laboratory work style's influence on students' communication
- 2017
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Ingår i: Journal of Baltic Science Education. - Siauliai, Lithuania : SMC “Scientia Educologica”. - 1648-3898 .- 2538-7138. ; 16:6, s. 958-979
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Tidskriftsartikel (refereegranskat)abstract
- More knowledge of how the actual design of the laboratory work influence students' communication, is needed to design and implement physics laboratory work lessons. The aim with this quantitative research, conducted at a Swedish upper secondary school, was to explore how the design of the laboratory work affects students' communication. Twenty students divided into five groups participated in this natural case study and were video recorded while performing four practical tasks with the theme uniformly accelerated motion, designed by their teacher. The four workstations were categorised based on three predefined descriptors: outcome, approach and procedure. Students' work at each workstation was coded according to five defined activities: planning, preparing equipment, collecting data, processing data and analysis of results. The activities were thereafter divided into shorter episodes that were coded for three different types of communication: disputational talk, cumulative talk and exploratory talk. The result shows that the amount of exploratory talk students engaged in are influenced by the style of the laboratory work and the character of the activity. Based on these research results, teachers can better accustom the laboratory work to facilitate fruitful physics discussions which endorse students' learning.
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| 7. |
- Andersson, Jan, 1973-, et al.
(författare)
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The relation between students' communicative moves during laboratory work in physics and outcomes of their actions
- 2017
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 39:2, s. 158-180
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Tidskriftsartikel (refereegranskat)abstract
- In this case study, we explore students' communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between the interaction and content of students' communication and outcomes of their actions, with the purpose of finding new knowledge for informing teachers in their choice of instruction. We make discourse analysis of how students interact but also of what students are discussing in terms of underlying content at a linguistic and cognitive level. Twenty students divided into five groups were video recorded while performing four practical tasks at different stations during laboratory work about motion. An analytical framework was developed and applied for one group to three parts of the transcripts in which three different talk-types occurred. Discursive, content, action and purposive moves in the process were identified for each talk-type at both linguistic and cognitive levels. These moves represent information concerning what the teacher actually assigns students to do, and how students make meaning of the activities. Through these different communicative moves, students experience how laboratory work can enhance their competence to collaborate in a scientific environment with complex practical and theoretical questions to solve quickly. Implications of the findings are discussed.
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| 8. |
- Benckert, Sylvia, et al.
(författare)
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Diskutera fysik i grupp! : Utgå från kontextrika problem
- 2007
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Rapport (populärvet., debatt m.m.)abstract
- I denna bok berättar vi om våra erfarenheter från undervisning i form av gruppdiskussioner runt kontextrika (verklighetsanknutna) problem, vi ger tips på hur sådana problem kan konstrueras och vi delar med oss av exempel på kontextrika problem. Vi som skrivit denna bok har använt gruppdiskussioner runt kontextrika problem under några år i vår egen undervisning och vi tycker oss se att denna undervisning ofta fungerar bra. Vi har också deltagit i ett gemensamt forskningsprojekt med syftet att förstå hur användningen av gruppdiskussioner med kontextrika problem påverkar studenternas/elevernas förståelse av fysikaliska begrepp. Vi undersökte även hur problemen bör utformas för att intressera gymnasieeleverna. Resultaten från detta projekt utgör en bakgrund för boken.
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- Brorson Norberg, Birgitta, 1946-, et al.
(författare)
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Muntlig kommunikation under en lektion om energikällor i årskurs 5 : [Oral Communication during a Lesson on Energy Sources in Grade 5]
- 2014
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Ingår i: Nordic Studies in Science Education. - Oslo : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 10:1, s. 35-47
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Tidskriftsartikel (refereegranskat)abstract
- Studies have shown that students’ awareness of the goals and purposes of the laboratory activityis important for their possibility to participate in and learn from the activity. While practical activitiesoften have been considered to be a central part of science education, relatively few studies haveexamined laboratory work in situ. In this paper we addressed these issues by examining (a) whatpurposes are distinguished when students’ work with a laboratory assignment and (b) how thesepurposes are made continuous with the teacher’s aim with the assignment. The data was based onclassroom observations from two ordinary laboratory settings, one from a chemistry class in lowersecondary school and one from a physics class in the natural science programme in upper secondaryschool. Although both student groups acknowledged their teacher’s intentions with the practical andcould act towards the more student centered purposes of the activity, e.g. describe what happens withthe copper and measure the speed of a small vessel respectively, there were differences regarding thepossibilities the students had to act toward the activity’s final aim. The results showed that these factorscan be referred to the amount of purposes introduced by the teacher as well as those that arosebecause of contingences, and the connection of these purposes to students’ prior experiences.
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