1,721,099 research outputs found
Didactic classroom studies
No full text"In the anthology Didactic classroom studies. A potential research direction didactic classroom studies are characterized and discussed in relation to, on the one hand, didactics and, on the other hand, classroom studies. It is argued that classroom studies has particular potential for realizing the ambitions that constitute didactics in empirical studies – to simultaneously focus processes of teaching and learning as well as the content of these processes and how they interact, and at the same time emphasize that teaching and learning as classroom work is intentional and flows towards specific goals. Classroom studies are not limited to pay (empirical) attention to the student, teacher or content, but have the capacity to focus on how these aspects interact and depend on each other. The research is delimited in contextual and situational terms of teaching-learning wholes, rather than primarily in terms of components (e.g., student, teacher or content). This translates to that classroom studies can capture and examine teaching and learning processes including their dependence of specific contexts in which they are conducted.
The potential that lies in the work of classroom studies for didactics is attended to and described in more detail than previous research has done along with a set of example studies, which is a significant contribution of the anthology as a whole. The book gives examples of eight different classroom studies that focus different content areas with varied but related theoretical perspectives and specific methodological approaches. Through these concrete examples, as described and discussed in relation to each other in two concluding commentary chapter, the didactic value of the studies is made visible and didactic classroom studies are described as constituting ‘a potential research direction’. Through a detailed analysis of the chapters with empirical studies – in terms of their research questions and knowledge interests, research contexts, theoretical and analytical perspectives, specific empirical designs and didactical consequences – a number of issues are identified that could be addressed and further developed. In this way, the volume contributes not only to identifying didactic classroom studies as a potentially central research focus in educational science but also outlines a further direction for this research.
Didactic classroom studies
Get PDF"In the anthology Didactic classroom studies. A potential research direction didactic classroom studies are characterized and discussed in relation to, on the one hand, didactics and, on the other hand, classroom studies. It is argued that classroom studies has particular potential for realizing the ambitions that constitute didactics in empirical studies – to simultaneously focus processes of teaching and learning as well as the content of these processes and how they interact, and at the same time emphasize that teaching and learning as classroom work is intentional and flows towards specific goals. Classroom studies are not limited to pay (empirical) attention to the student, teacher or content, but have the capacity to focus on how these aspects interact and depend on each other. The research is delimited in contextual and situational terms of teaching-learning wholes, rather than primarily in terms of components (e.g., student, teacher or content). This translates to that classroom studies can capture and examine teaching and learning processes including their dependence of specific contexts in which they are conducted.
The potential that lies in the work of classroom studies for didactics is attended to and described in more detail than previous research has done along with a set of example studies, which is a significant contribution of the anthology as a whole. The book gives examples of eight different classroom studies that focus different content areas with varied but related theoretical perspectives and specific methodological approaches. Through these concrete examples, as described and discussed in relation to each other in two concluding commentary chapter, the didactic value of the studies is made visible and didactic classroom studies are described as constituting ‘a potential research direction’. Through a detailed analysis of the chapters with empirical studies – in terms of their research questions and knowledge interests, research contexts, theoretical and analytical perspectives, specific empirical designs and didactical consequences – a number of issues are identified that could be addressed and further developed. In this way, the volume contributes not only to identifying didactic classroom studies as a potentially central research focus in educational science but also outlines a further direction for this research.
Students' understanding of quantum scattering
No full textSenior physics students’ understanding of quantum scattering is explored qualitatively using a phenomenographic approach. The resulting set of four qualitatively distinct categories points towards probability, energy, and the wave function as key concepts in understanding quantum scattering
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Collaborative meaning-making in group discussions: A phenomenographic perspective
No full textFaced with the situation of students discussing complex issues or problems, the phenomenographic tradition offers little help to the researcher in understanding what is coming to awareness or what is being learned. But such situations form a major part of the learning activities of students, especially in higher education, whether formally where a teacher might interact in the discussion or informally where students get together to solve intractable problems. The phenomenographic tradition is of utmost importance in understanding such activities if we centrally wish to understand the students’ making sense of the content or the subject matter of the issue or problem, since focus on what is being learned and how the learning is taking place are two of the major features of the tradition. Thus, it is timely to consider ways in which the fundamental ideas underpinning phenomenographic research approach can be applied to such learning. The educational space that is opened in such strongly student-influenced discussions can be addressed in ways that resemble the initial phenomenographic research approach and theory thereby can be developed on learning in groups. That is the theme of this presentation. Examples are drawn from empirical data consisting of video-audio recordings of small groups of students discussing problems, addressing issues or exploring the meaning of representations in science and technology
Collaborative learning in physics group discussions: A phenomenographic perspective
No full textThis presentation attends to an educational space in between the teacher’s teaching and the individual learning – that of small group discussions where individual and collective agency in relation to merged aspects of learning and teaching physics meet. Based on an empirical investigation of seven one-hour small group problem solving sessions in the context of a mechanics course at university, I make use of the analytical sharpness in describing what is learned that has been the hallmark of the phenomenography and variation theory research tradition. In the analysis I attend to sequences in the video and audio recorded events where the same object of learning – friction, which is one of the key features of Newtonian mechanics relevant in relation to the specific task discussed – is focused in the discussion. The different discussions develop in qualitatively different ways, even when similar critical aspects are brought into the discussion: In one end there are groups which discuss them separately, but do not put them in relation to each other – they move in circles. In the other end there are groups that attend to several aspects simultaneously – their discussion progresses in terms of complexity of how the situation is portrayed with Newtonian mechanics. The latter is understood as exemplifying collaborative learning on the group level, where learning is bound to the situation and to how the key features of Newtonian mechanics are discerned by the group as a collective
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