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Solving problems in learning science at universities: Characterizing the interactions in a group in terms of storylines
Chalmers Tekniska Högskola.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
2013 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 43, no 3, 1177-1196 p.Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to explore how a group of four university physics students addressed mechanics problems, in terms of student direction of attention, problem solving strategies and their establishment of and ways of interacting. Adapted from positioning theory, the concepts ‘positioning’ and ‘storyline’ are used to describe and to analyse student interaction. Focused on how the students position the physics problems, themselves, and each other, the analyses produced five different storylines. The dominant storyline deals with how the students handled the problem solving, whilst two other storylines characterise alternative ways of handling the physics problems, whereas the two remaining storylines are concerned with how students positioned themselves and others—as either funny and/or knowledgeable physics students—and constitute different aspects of the physics community. Finally, the storylines are discussed in relation to the pedagogical situation, with recommendations made for teaching practice and future research.

Place, publisher, year, edition, pages
2013. Vol. 43, no 3, 1177-1196 p.
National Category
Educational Sciences
URN: urn:nbn:se:uu:diva-181321DOI: 10.1007/s11165-012-9307-0OAI: oai:DiVA.org:uu-181321DiVA: diva2:555770
Swedish Research Council
Available from: 2012-09-21 Created: 2012-09-21 Last updated: 2013-07-24Bibliographically approved

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