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Differences in practice-teachers´solutions for teaching problems
2012 (Swedish)In: The EARLI SIG 9 Conference Phenomenography and Variation Theory Conference 27-28 august School of education and communication Jönköping University, 2012Conference paper, Meeting abstract (Refereed)
Abstract [en]

In the research project "Teachers´Common Knowledge Development-How teachers´professional learning develops as a shared scientific practice" founded by the Swedish Research Council, six secondary school science teachers conducted three learning studies supervised by a researcher and with variation theory as a guiding principle. The overall research questions concerned the character of the knowledge teachers achieve and develop while participating in learning studies. In the learning studies, the teachers studied their 13-14 year old students´learning and how it was related to teaching while the researcher studied the teachers´learning and knowledge production during the process. The object of learning in all the three learning studies focused the concept of matter, but in various contexts. The concept is crucial dor students´understanding of a whole range of science phenomena and processes and the overall aim was to increase students´understanding of the particulate character of matter. Students´ideas about the concept have been in focus of several researchers over the past three decades and research has shown that students often regard matter as static, contiunous and non-particulate, in contrast to the scientific, atomistic view of it.To begin with it was taken for granted among the teachers that the students already grasped the particulate character of matter. But as the three learnings studies progressed, the teachers wxplored the concept and produced new knowledge that was useful when teaching it. The teachers identified several critical aspects that created differences in their students learning. The findings concerned for example the importance of of pointing out not only what matter is, but also what it is not; such as the emptty space between the particles and the difference between matter and energy. Other findings concerned how crucial it was to make the connections between macroscopic observations and sub.microscopic explanations clear and distinct by simultaneously discernment of the two levels and that it was necessary to offer the students the possibilities to experience the qualitative differences between everday language and scientific language, for example when answering test questions. Maybe most important, when those critical aspects were identified by the teachers they were able to convert them into effective teaching actions that improved students´learning significantly.

Place, publisher, year, edition, pages
2012.
Identifiers
URN: urn:nbn:se:ltu:diva-35090Local ID: 97ae26a5-b86e-4479-8130-c88a514c5752OAI: oai:DiVA.org:ltu-35090DiVA: diva2:1008342
Conference
The Earli SIG 9 Conference : Phenomenography and Variation Theory Conference 27/08/2012 - 28/08/2012
Note
Upprättat; 2012; 20120912 (anvi)Available from: 2016-09-30 Created: 2016-09-30

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