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A consideration of learning as attentiveness and generalizations
Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education. Faculty of Educational Sciences, Department of Teacher Training.
2006 (English)Conference paper (Other (popular scientific, debate etc.))
Abstract [en]

This paper will explore a way to study students’ learning processes in science education. The analysis is taking departure in pragmatism and Wittgensteins later works. An essential dilemma in science education is the strive for inductive learning at the same time as what the students are supposed to learn is not laws given by nature, but the truths constructed in the scientific language game. It has been shown (cf. Säljö & Bergqvist, 1997) that when students do not know the purpose with an assignment, they have difficulties to know what to pay attention to and can thereby not come to any conclusions from their observations. They can not proceed in their learning process. Hence follows that what students see as relevant observations are crucial for their learning. To study students’ learning processes from this perspective imply an investigation that considers: 1) what students, in a situation, pay attention to as relevant knowledge, 2) how knowledge is made continous (generalized) and 3) how this changes the situation, that is, what the student has learned. The analysis will be illustrated with empirical material from a labwork exercise in elementary school science.

Place, publisher, year, edition, pages
URN: urn:nbn:se:uu:diva-21869OAI: oai:DiVA.org:uu-21869DiVA: diva2:49642
Bidrag till NFPFs 34:e konferens. 9-11 mars 2006 i ÖrebroAvailable from: 2007-01-06 Created: 2007-01-06

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