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An exploratory study into the complexity of relations between physics lecturers' crafting of practice and students' expectations of quality teaching
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
2011 (English)In: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 39, no 4, 513-526 p.Article in journal (Refereed) Published
Abstract [en]

This study contributes to research that characterises the affective learning thatis evoked and taken on by students in response to their perceptions of their contextuallearning environments. Interview-discussions were held with lecturers of both introductoryand higher-level physics courses (n = 3) concerning how they formulated their patterns ofteaching in terms of a particular conceptual framing that they considered to best optimizemaking learning possible. Subsequently their students (n = 212) were asked with writtenquestions, and some select follow-up interview-discussions, to describe what they expectedfrom ‘a good physics lecturer’. The relationships between these two things—the lecturer’scrafting of practice and the students’ expectations of quality teaching—were investigated.Results show that students’ expectations tend to match their lecturers’ practice, indicatingthat students are strongly influenced by a contextually based appreciation of ‘good’teaching.

Place, publisher, year, edition, pages
2011. Vol. 39, no 4, 513-526 p.
Keyword [en]
Affective learning, Student expectations, University physics, Crafting of teaching practice, Teaching approaches, Learning approaches
National Category
Other Physics Topics
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-155101DOI: 10.1007/s11251-010-9136-3ISI: 000293644500007OAI: oai:DiVA.org:uu-155101DiVA: diva2:423837
Available from: 2011-06-16 Created: 2011-06-16 Last updated: 2017-12-11Bibliographically approved

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Linder, Cedric

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