Two Dimensions of Student Ownership of Learning During Small-Group Work in Physics

Enghag, Margareta; Niedderer, Hans

doi:10.1007/s10763-007-9075-x

Cited by 43 publications

(67 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One way to operationalise how affective factors are involved in students' interaction with each other and tasks at hand is to look for indications of their personal or collective ownership of their learning (Enghag and Niedderer 2008). Example indications of ownership in a small-group setting would include if a group of students chooses to work with a particular task in an area of study, and is in control of how to perform and report the work, or when an individual student returns to a certain issue throughout the work, and is not satisfied until he or she has settled on an answer.…”

Section: The Social and Affective Dimensions Of Science Learningmentioning

confidence: 99%

“…Although the task of investigating the temperature of the mug and the cup was given to the pupils as part of the exercise, their interaction is characterised by engagement in inquiry, and the pupils taking ownership of their own learning (Enghag and Niedderer 2008). This applies to the sustained observation of the two objects throughout the exercise -our previous experience is that older students merely seek to confirm that the plastic cup gets warmer than the coffee mug, and then leave it at that -but in particular also to the emergent instances of instant inquiry.…”

Section: Revisiting the Research Questionsmentioning

confidence: 99%

See 1 more Smart Citation

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

2015

View full text Add to dashboard Cite

Integration of technology, social learning and scientific models offers pedagogical opportunities for science education. A particularly interesting area is thermal science, where students often struggle with abstract concepts, such as heat. In taking on this conceptual obstacle, we explore how hand-held infrared (IR) visualization technology can strengthen students’ understanding of thermal phenomena. Grounded in the Swedish physics curriculum and part of a broader research programme on educational uses of IR cameras, we have developed laboratory exercises around a thermal storyline, in conjunction with the teaching of a heat-flow model. We report a narrative analysis of how a group of five fourth-graders, facilitated by a researcher, predicts, observes and explains (POE) how the temperatures change when they pour hot water into a ceramic coffee mug and a thin plastic cup. Four chronological episodes are described and analysed as group interaction unfolded. Results revealed that the students engaged cognitively and emotionally with the POE task and, in particular, held a sustained focus on making observations and offering explanations for the scenarios. A compelling finding was the group’s spontaneous generation of multiple "what-ifs" in relation to thermal phenomena, such as blowing on the water surface, or submerging a pencil into the hot water. This was followed by immediate interrogation with the IR camera, a learning event we label instant inquiry. The students’ expressions largely reflected adoption of the heat-flow model. In conclusion, IR cameras could serve as an access point for even very young students to develop complex thermal concepts.

As per the Springer Copyright agreement, a Postprint of the Accepted Manuscript (PDF) is available via the personal website of the author(s) at the following link:

http://webstaff.itn.liu.se/~konsc/Haglund_Jeppsson_Schonborn_2015_Postprint

ThermalVi

show abstract

Section: The Social and Affective Dimensions Of Science Learningmentioning

confidence: 99%

Section: Revisiting the Research Questionsmentioning

confidence: 99%

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

2015

View full text Add to dashboard Cite

As per the Springer Copyright agreement, a Postprint of the Accepted Manuscript (PDF) is available via the personal website of the author(s) at the following link:

http://webstaff.itn.liu.se/~konsc/Haglund_Jeppsson_Schonborn_2015_Postprint

ThermalVi

show abstract

“…In particular, Hanauer et al [42] stressed the importance of student input on research questions and strategic decisions about project execution. Many researchers have described the connection between student ownership and students' level of choice, control, and responsibility with respect to a project [5][6][7]38,39,[45][46][47]; hence, this dimension of ownership is related to Wiley's definition of ownership as right and responsibility. Importantly, personal agency does not imply unconstrained choice or unregulated autonomy.…”

Section: B Interaction Between Student and Environmentmentioning

confidence: 99%

Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences

Dounas-Frazer

Stanley

Lewandowski

2017

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

We investigate students' sense of ownership of multiweek final projects in an upper-division optics lab course. Using a multiple case study approach, we describe three student projects in detail. Within-case analyses focused on identifying key issues in each project, and constructing chronological descriptions of those events. Cross-case analysis focused on identifying emergent themes with respect to five dimensions of project ownership: student agency, instructor mentorship, peer collaboration, interest and value, and affective responses. Our within-and cross-case analyses yielded three major findings. First, coupling division of labor with collective brainstorming can help balance student agency, instructor mentorship, and peer collaboration. Second, students' interest in the project and perceptions of its value can increase over time; initial student interest in the project topic is not a necessary condition for student ownership of the project. Third, student ownership is characterized by a wide range of emotions that fluctuate as students alternate between extended periods of struggle and moments of success while working on their projects. These findings not only extend the literature on student ownership into a new educational domainnamely, upper-division physics labs-they also have concrete implications for the design of experimental physics projects in courses for which student ownership is a desired learning outcome. We describe the course and projects in sufficient detail that others can adapt our results to their particular contexts.

show abstract

“…Agency and choice of control over a task or outcome (Enghag & Niedderer, 2008) experts with vast amounts of knowledge on the team . .…”

Section: Buy-in/ownershipmentioning

confidence: 99%

Social Constructivism and Case-Writing for an Integrated Curriculum

Doubleday¹,

Brown²,

Patston³

et al. 2015

Interdisciplinary Journal of Problem-Based Learning

View full text Add to dashboard Cite

Case-writing within an integrated, systems-based health professions education curriculum presents many unique challenges. Specifically, case-writing in this context must consider integration of multidisciplinary learning objectives and synthesis of biomedical and clinical sciences. Establishing an effective process for content integration and determining who should be involved in the case-writing process can be a daunting task and this specific context requires a new model for effective casewriting. This paper provides a model for the cycle of case development, implementation, evaluation and modification in an integrated, systems-based health professions curriculum. We highlight how this collaborative case-writing model parallels the social constructivist approach promoted by the problem-based learning process in which our students engage.

show abstract

Two Dimensions of Student Ownership of Learning During Small-Group Work in Physics

Cited by 43 publications

References 12 publications

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences

Social Constructivism and Case-Writing for an Integrated Curriculum

Contact Info

Product

Resources

About