Talking physics during small-group work with context-rich problems - Analysed from an ownership perspective

International Journal of Science and Mathematics Education

Volumn 7, Issue 3, 2009, Pages 455-472

  Enghag, Margareta ^a   Gustafsson, Peter ^a   Jonsson, Gunnar ^a  

^a MÄLARDALEN UNIVERSITY   (Sweden)

Author keywords

Context rich problems; Exploratory talks; Ownership of learning; Physics teaching; Small group work

Indexed keywords

EID: 67349252829     PISSN: 15710068     EISSN: 15731774     Source Type: Journal    
DOI: 10.1007/s10763-008-9125-z     Document Type: Article

References (16)

1. Barnes, D. & Todd, F. (1995). Communication and learning revisited: Making meaning through talk. Portsmouth, NH: Boynton/Cook.
2. Dudley-Marling, C. & Searle, D. (1995). Who owns learning? Questions of autonomy, choice, and control. Portsmouth, NH: Heinemann.
3. Dysthe, O. (2001). Om sambandet mellan dialog samspel och lärande[About the connection between dialog, interplay and learning]. In O. Dysthe (Ed.), Dialog, samspel och lärande [Dialog, interplay and learning]. Lund, Sweden: Studentlitteratur.
4. Edwards, J.-A. (2005). Exploratory talk in peer groups: Exploring the zone of proximal development. Paper presented at the Fourth Congress of the European Society for Research in Mathematics Education (CERME 4), Sant Feliu de Guíxols, Spain, February.
5. M. Enghag P. Gustafsson G. Jonsson 2007 From everyday life experiences to physics understanding occurring in small group work with context-rich problems during introductory physics work at university Research in Science Education 37 4 449 467
6. Enghag, M. & Niedderer, H. (2007). Two dimensions of student ownership of learning during small-group work in physics. International Journal of Science and Mathematics Education. Advance online publication. Retrieved May 23, 2007. doi 10.1007/s10763-007-9075-x.
7. P. Heller M. Hollabaugh 1992 Teaching problem solving through cooperative grouping. Part II: Designing problems and structuring groups American Journal of Physics 60 7 637 644
8. P. Heller R. Keith S. Anderson 1992 Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving American Journal of Physics 60 7 627 636
9. Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge.
10. Milner-Bolotin, M. (2001). The effects of topic choice in project-based instruction on undergraduate physical science students' interest, ownership, and motivation. Unpublished doctoral dissertation, University of Texas, Austin.
11. Mortimer, E. F. & Scott, P. H. (2003). Meaning making in secondary science classrooms. Buckingham, UK: Open University Press.
12. J. Park 2004 Analysing cognitive or non-cognitive factors involved in the process of physics problem solving in an everyday context International Journal of Science Education 26 13 1577 1595 (Pubitemid 40008530)
13. L. J. Rennie L. H. Parker 1996 Placing physics problems in real-life context: Students' reactions and performance Australian Science Teachers Journal 42 1 55 59
14. Ricoeur, P. (1984). Time and narrative (vol. 1). Chicago: University of Chicago Press.
15. Ricoeur, P. (1992). Oneself as another. Chicago: University of Chicago Press.
16. E. Whitelegg M. Parry 1999 Real-life contexts for learning physics: Meanings, issues and practice Physical Educator 34 2 68 72