The Laboratory Work Style’s Influence on Students’ Communication

Abstract

More knowledge of how the actual design of the laboratory work influence students’ communication, is needed to design and implement physics laboratory work lessons. The aim with this quantitative research, conducted at a Swedish upper secondary school, was to explore how the design of the laboratory work affects students’ communication. Twenty students divided into five groups participated in this natural case study and were video recorded while performing four practical tasks with the theme uniformly accelerated motion, designed by their teacher. The four workstations were categorised based on three predefined descriptors: outcome, approach and procedure. Students’ work at each workstation was coded according to five defined activities: planning, preparing equipment, collecting data, processing data and analysis of results. The activities were thereafter divided into shorter episodes that were coded for three different types of communication: disputational talk, cumulative talk and exploratory talk. The result shows that the amount of exploratory talk students engaged in are influenced by the style of the laboratory work and the character of the activity. Based on these research results, teachers can better accustom the laboratory work to facilitate fruitful physics discussions which endorse students’ learning. Keywords: different styles of laboratory work, different types of talk, quantitative analysis of students’ communication.

The Types of Peer Scaffolding in Scientific Experimental Activities

“…Among these factors, the interaction between students through conversations and behaviors is frequent and critical for learning (Roth, 2006). Scholars have argued that collaborative experimental activities in small groups are enough to afford more chances of interactive communication (Andersson & Enghag, 2017), more effective than those performed in individual groups in various aspects (Bilgin, 2006;Hofstein et al, 2005;Howe et al, 2007). Furthermore, these activities offer more opportunities to participate in important cognitive activities such as planning for experimental activities and monitoring (Lin et al, 2001;Shi, 2013).…”