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Students' interactions with curricular materials and scientific ideas in two different school science activities
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
(engelsk)Manuskript (preprint) (Annet vitenskapelig)
Abstract [en]

The extent to which students connect what they do with materials to the relevant scientific ideas has primarily been studied in relation to laboratory work. We compared students’ interactions with curricular materials and scientific ideas in two activities commonly regarded as affording manipulation of either materials (laboratory work) or ideas (concept mapping). Students were audio and video recorded as they engaged in a lab work activity about real electrochemical cells or in a concept mapping activity about idealized cells. We used a practical epistemology analysis to describe how students interacted with ideas and materials in each activity. Students interacted extensively with materials as well as with ideas in both activities. Students used the real electrochemical cell, but never the physical concept map, to further their explanations of how an electrochemical cell works. Students also took additional actions beyond interacting with materials and ideas to further both activities. Primarily, students invoked taxonomic investigations and oriented themselves in the expectations and rules of each activity. Both activities thus afforded the learning of habits of interacting with materials and ideas, although to somewhat different extents and in partly different ways.

Emneord [en]
scientific ideas, curricular materials, laboratory work, concept mapping, electrochemistry, practical epistemology analysis, habits
HSV kategori
Identifikatorer
URN: urn:nbn:se:su:diva-32300OAI: oai:DiVA.org:su-32300DiVA, id: diva2:279984
Prosjekter
Hur kan lärare hjälpa elever att resonera naturvetenskapligt?Tilgjengelig fra: 2009-12-07 Laget: 2009-12-07 Sist oppdatert: 2010-12-01bibliografisk kontrollert
Inngår i avhandling
1. Contingency in high-school students’ reasoning about electrochemical cells: Opportunities for learning and teaching in school science
Åpne denne publikasjonen i ny fane eller vindu >>Contingency in high-school students’ reasoning about electrochemical cells: Opportunities for learning and teaching in school science
2010 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The thesis takes its departure from the extensive literature on students’ alternative ideas in science. Although describing students’ conceptual knowledge in many science areas, the literature offers little about how this knowledge enters into the science learning process. Neither has it focused on how particulars and contingencies of curricular materials enter into the learning process. In this thesis I make high-resolution analyses of students’ learning in action during school science activities about real or idealized electrochemical cells. I use a discursive mechanism of learning developed to describe how students become participants in new practices through slow changes in word use. Specifically, I examine how alternative and accepted scientific ideas, as well as curricular materials, enter into students’ reasoning. The results are then used for producing hypotheses over how a teacher can support students’ science learning. Alternative ideas in electrochemistry did not necessarily interfere negatively with, and were sometimes productive for, students’ reasoning during the activities. Students included the particulars and contingencies of curricular materials in their reasoning not only when interacting with a real electrochemical cell but also in a more theoretical concept mapping activity about an idealized cell. Through taxonomic and correlational investigations students connected the particulars and contingencies of the real electrochemical cell to the generic knowledge of electrochemistry. When actively introduced by the researcher, such investigations had consequences for how single students framed their explanations of a real electrochemical cell. The results indicate ways in which teachers may encourage the productive use of contingencies to promote learning within the science classroom. However, this may require consideration of what students say in terms of consequences for their further learning rather than in terms of correct or incorrect content.

sted, utgiver, år, opplag, sider
Stockholm: Department of Mathematics and Science Education, Stockholm University, 2010. s. 68
Emneord
electrochemistry, laboratory work, concept mapping, high-school, learning, teaching, pragmatism, practical epistemology analysis, contingency, discourse, misconceptions, alternative ideas, curricular materials
HSV kategori
Forskningsprogram
naturvetenskapsämnenas didaktik
Identifikatorer
urn:nbn:se:su:diva-32303 (URN)978-91-7155-986-9 (ISBN)
Disputas
2010-02-12, Dahlströmsalen, Campus Konradsberg, Hus D, Rålambsvägen 26 D, Stockholm, 10:00 (engelsk)
Opponent
Veileder
Prosjekter
Hur kan lärare hjälpa elever att resonera naturvetenskapligt
Merknad
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3:Manuscript; Paper 4:ManuscriptTilgjengelig fra: 2010-01-21 Laget: 2009-12-07 Sist oppdatert: 2010-01-20bibliografisk kontrollert

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