Learning as a process of integration: Students' meaning making of the enhanced greenhouse effect
(English)Manuscript (preprint) (Other academic)
Students' interpretation of the enhanced greenhouse effect are focused on in this paper. The analysis of the empirical data was conducted from an intentional perspective. The students were 14 years old and studied at Green Schools in the Beijing area. The results show that students set up reasonal causal links among diversely different pieces of knowledge. It is argued that these coherent wholes that were set up by students, even if wrong, can be regarded as a step towards models more acceptable from normative point of view.
integration, learning, coherent whole, meaning making, the enhanced greenhouse effect
Research subject Education
IdentifiersURN: urn:nbn:se:su:diva-53247OAI: oai:DiVA.org:su-53247DiVA: diva2:390271
ProjectsDotoral study project