The relation between students’ communicative moves during laboratory work in physics and outcomes of their actions

Andersson, Jan; Enghag, Margareta

doi:10.1080/09500693.2016.1270478

Cited by 16 publications

(21 citation statements)

References 26 publications

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“…Mercer (1995), in turn, describes different types of talk in the classroom, in terms of cumulative, disputational and exploratory talk. These analytical categories have been used to analyze the talk made during science learning through laboratory practice (Andersson & Enghag, 2017) and will be used in this paper.…”

Section: Hot Vision: Affordances Of Infrared Cameras In Investigatingmentioning

confidence: 99%

“…This is important as their framing will inform their decisions on what to pay attention to and what actions to take (Scherr & Hammer, 2009), linking the framing directly to the affordances of the available semiotic resources. Andersson and Enghag (2017) have suggested that Mercer's (1995) typology of talk can be used to analyze how students in physics lab practice frame their activity, and thus the affordances of the available semiotic resources.…”

Section: How Types Of Talk Reflect Affordancementioning

confidence: 99%

“…However, as pointed out by Andersson and Enghag (2017), students' observations during science laboratory exercises are often accompanied by cumulative talk, a process of mutual attention where they get to agree on what to do and what they see. Such phases of observation lay the ground for subsequent explanation of their shared experiences through exploratory talk.…”

Section: Analysis Of the Students' And Instructors' Interactions And mentioning

confidence: 99%

“…Educational research has emphasized the importance of exploratory talk for learning (Mercer, 1995). Andersson and Enghag (2017) have shown that cumulative talk also is central in the learning process, particularly during data collection in laboratory exercises, in order to establish a shared point of reference. In our study, the instructors started with cumulative talk to agree on what phenomenon to attend to, before turning to explaining the phenomenon through exploratory talk.…”

Section: The Types Of Talk Used By the Participants With And Without mentioning

confidence: 99%

See 3 more Smart Citations

Hot Vision: Affordances of Infrared Cameras in Investigating Thermal Phenomena

Samuelsson

Elmgren

Haglund

2019

Designs for Learning

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Section: Hot Vision: Affordances Of Infrared Cameras In Investigatingmentioning

confidence: 99%

Section: How Types Of Talk Reflect Affordancementioning

confidence: 99%

Section: Analysis Of the Students' And Instructors' Interactions And mentioning

confidence: 99%

Section: The Types Of Talk Used By the Participants With And Without mentioning

confidence: 99%

See 2 more Smart Citations

Hot Vision: Affordances of Infrared Cameras in Investigating Thermal Phenomena

Samuelsson

Elmgren

Haglund

2019

Designs for Learning

View full text Add to dashboard Cite

“…The use of discussions may hence not fit with teachers’ and students’ conceptions of efficient physics teaching. Still, research has shown that student discussions may contribute to better performance in physics (Andersson & Enghag, ; Chi & Menekse, ; Chi, Roy, & Hausmann, ; Enghag, Gustafsson, & Jonsson, ; Schwartz, ).…”

Section: Introduction and Aimmentioning

confidence: 99%

Quantum talk: How small‐group discussions may enhance students’ understanding in quantum physics

2018

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Quantum physics challenges our views of the physical world and describes phenomena that cannot be directly observed. The use of language is hence essential in the teaching of quantum physics.With a sociocultural view of learning, we investigate characteristics of preuniversity students' small-group discussions and their potential for enhancing understanding of quantum physics. The empirical data are 96 small-group discussions about two fundamental dilemmas: whether light can be both waves and particles, and whether the cat in Schrödinger's thought experiment can be considered to be both dead and alive. The discussions were analyzed by means of a framework of four categories, grouped as productive and nonproductive for learning, where "productive" means that students build constructively on each other's utterances and take the peers' ideas into account. Results show that a total of 70% of the discussions were productive, indicating that small-group discussions have a potential for enhancing understanding in quantum physics. This potential is constituted by leading students to (i) articulate conceptual difficulties, (ii) deepen their understanding through exchange of views, and (iii) formulate new questions. The paper concludes with a discussion on how the learning potential of small-group discussions may be realized by combining dialogic and authoritative approaches.

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