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- Eriksson, Thommy, 1967, et al.
(författare)
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Environmental Science Investigation using a virtual lab
- 2010
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Ingår i: Paper presented at the Engineering Education for Sustainable Development 2010 conference (EESD’10), Göteborg.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 2. |
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| 3. |
- Karlsson, Göran, 1954, et al.
(författare)
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Agreed discoveries: students’ negotiations in a virtual laboratory experiment
- 2013
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Ingår i: Instructional Science. - Dordrecht : Springer Science and Business Media LLC. - 0020-4277 .- 1573-1952. ; 41:3, s. 455-480
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents an analysis of the scientific reasoning of a dyad of secondary school students about the phenomenon of dissolution of gases in water as they work on this in a simulated laboratory experiment. A web-based virtual laboratory was developed to provide learners with the opportunity to examine the influence of physical factors on gas solubility in water. An evaluation process involving 180 students revealed that the concepts connected to the dissolution of gas in water caused problems for the students even after having experimented with the virtual laboratory. To investigate the nature of learners’ reasoning about the visualised events, 13 video-recorded groups of learners were analysed. This study follows the reasoning of one group that displayed a possibly productive way of solving the problem. The results address the students’ general difficulty of discovering something that they are conceptually unprepared for within the virtual laboratory. The analysis shows how the students eventually found a way out of their dilemma by making an analogy with other dissolving processes. In effect, the analysis elucidates some of the analytical work that had to be done by the participants when collaboratively negotiating a shared meaning of a scientific concept in concord with a given task and set of instructional materials. Implications for design might be to provide the learning material with explicit hints that enable students to connect to specific phenomena related to the one investigated concept. The findings show the usefulness of video analytic research, informed by CA and ethnomethodology. This analytical framework can support design processes and provide useful information, which might identify hurdles to learning a scientific concept by simulated events and pathways to overcome these hurdles.
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| 4. |
- Karlsson, Göran, 1954-
(författare)
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Animation and grammar in science education : Learners’ construal of animated educational software
- 2010
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Ingår i: International Journal of Computer-Supported Collaborative Learning. - New York : Springer-Verlag New York. - 1556-1607 .- 1556-1615. ; 5:2, s. 167-189
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Tidskriftsartikel (refereegranskat)abstract
- This case study reports on how students, working collaboratively, interpret and construct a written report of the events described in animated educational software. The analysis is based on video recordings of two upper-secondary-school students while they are endeavouring to construe an animated sequence of the mouldering process. How the students grammatically construct their written account by means of available semiotic resources (i. e., animation and educational text) provided by the software is investigated. The results show that attentionally detected features of the animation take the role of active subjects in the students' description of the animated phenomena. When framing their sentences, the students derive noun phrases from animated active subjects and from the educational text. In the students' efforts to express themselves in their own words, they use verbs that differ from the educational text. These two actions together contribute to giving the students' description of the process a character of a non-scientific explanation. Lacking relevant subject matter knowledge, the students cannot judge whether they have given an adequate account or not. The only way that the students have to appraise their written report is to check if it is grammatically correct. It is concluded that it is essential to consider both cultural and semiotic processes when designing technology-supported educational approaches to the teaching of scientific concepts. © 2010 International Society of the Learning Sciences, Inc.; Springer Science + Business Media, LLC.
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| 5. |
- Karlsson, Göran, 1954-
(författare)
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Instructional technologies in science education : Students’ scientific reasoning in collaborative classroom activities
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study originates from an interest in how students interpret scientific concepts demonstrated with animated instructional technologies. Currently, science education makes use of diverse kinds of instructional methods. For the advancement of instruction, new technologies have continuously been employed. Such new instructional technologies have always been accompanied with expectations that they should reform teaching. The availability of IT in schools and the selection of animated displays for instructional purposes provide new opportunities for education. This thesis accounts for three empirical studies of students’ collaborative work with instructional technologies. For the purpose of studying students’ scientific reasoning, two kinds of animated instructional technologies were designed. The three studies focused on designing and exploring the whole educational intervention and are located in the area of design-based research. They provide detailed analyses of secondary school students’ collaboration on an assignment of giving a joint written account of the instructed concept. Analytically, this is done within a socio-cultural framework that uses interaction analysis inspired by ideas from conversation analysis and ethnomethodology. Study I and Study II report observations from instructional technologies that deal with the flow of materials in the carbon cycle. The two studies were connected, as the outcomes from the first study informed the educational framing of the second study. Study III reports findings from a sub-study of a design experiment where students worked in a virtual laboratory to learn about the solubility of gas in water. The results from the studies show that students’ reasoning was influenced by several aspects, such as the characteristics of the animated display, language use, school cultural norms, the formulation of the assignment and the students’ pre-knowledge. The analyses also evinced that the students’ interpretation of a demonstrated concept often diverted from a canonical scientific one, which warns against assuming that the collaborative meaning-making of animated instructional technologies automatically leads to a creation of the desired scientific concept. These findings emphasise that when designing and applying animated instructional technologies in education, one has to consider a wider context where assignment formulation, teacher guidance, school culture and semiotic processes influence how students approach and frame their assignment.
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| 6. |
- Karlsson, Göran, 1954, et al.
(författare)
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Joint reasoning about gas solubility in water in modified versions of a virtual laboratory
- 2013
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Ingår i: 10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013; Madison, WI; United States; 15 June 2013 through 19 June 2013. - : International Society of the Learning Sciences. - 1573-4552. ; 2, s. 283-284, s. 283-284
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Konferensbidrag (refereegranskat)abstract
- A virtual laboratory was designed to enable students to collaboratively discover the concept of gas solubility in water at different physiological conditions. The virtual laboratory was developed through a design experiment involving three successive versions with different guiding structures. Analysis of 13 dyads' reasoning about gas solubility in water revealed that the students' problem was to understand the concept of solubility of gases. It was also observed how the guiding structures within the three different versions influenced the students' reasoning about the concept.
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| 7. |
- Karlsson, Göran, 1954-
(författare)
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Learning science by digital technology : Students’ understanding of computer animated learning material
- 2010
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Digital learning material is associated with grand expectations among educational policy makers. Several attempts to introduce this new technology with the purpose of enhancing learning have been made in recent years. The schooling system has, however, been rather hesitant and not so ready to adopt this kind of teaching aid. The aim of this thesis is to probe into students‘ practical problems of understanding computerised science learning material involving animated sequences and educational text. For the purpose of this investigation an application describing the different events in the carbon cycle was developed. Two studies present analyses of students‘ reasoning and actions when working collaboratively with the task of making a written account of what is illustrated in the learning material. Both studies present examples of identified phenomena that were observed in more extensive empirical materials. The data is represented by video recordings of students‘ interaction with each other and the interface. Results from the studies reveal students‘ propensity for concentrating their attention to prominent characteristics of the animated display and to describe the animated models in correspondence to their resemblance of objects and occurrences in everyday life. In study II it is revealed how students, when constructing a written report of the described events, derive noun phrases from attentionally detected objects in the animation and from the educational text. In their effort to express themselves in colloquial language, when preparing their report, they deliberately select verbs that differ from the educational text. These courses of action together, contribute to give the report on what happens in the process a non-scientific explanation. It is concluded that students, lacking definite access to the relevant subject matter knowledge, consequently, cannot judge whether they have given an approvable account or not. Findings from the studies show that the school context with its explicit stipulations of assignments and implicit request for expressing oneself in your own words frames the learning and creates conditions for how the technology is used and understood. The results indicate that animated models of scientific concepts risk inferring misconceptions if students are left on their own with interpreting information from the learning material. Despite the detected problems of students‘ interpretations of the described phenomena, the results indicate that animated learning material can proffer an exploitable resource in science education. Such a prospect is the ability of animation to engage students in discussions of the subject and to make them recognise otherwise unobservable phenomena.
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