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The epistemological role of language use in children’s explanations of physical phenomena
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Läs & skriv. (Language use and individual learning)
Lunds universitet. (Lnaguage use and individual learning)
2011 (Engelska)Ingår i: Cambridge Journal of Education, ISSN 0305-764X, E-ISSN 1469-3577, Vol. 41, nr 4, s. 489-505Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The article investigates the interplay between the meaning given to certain key expressions and pupils’ understanding of science subject matter, in a qualitative study of learning. The intentional-expressive approach to the epistemological role of language use served as a theoretical frame, within the wider context of phenomenographic research on learning. Data were collected using a particular dialogue structure. Micro-process analysis was employed to examine the data. Two descriptive categories emerged: 1) Exploring the function of meaning, and 2) Inventory of meaning. Pupils who explored the function of meaning related their explanations, both to other expressions, and to their personal understanding of the physical problem. Pupils who made inventories of meaning mostly directed attention towards expressions as words. Emphasis was on correct reproduction of scientific terminology. Inventory of meaning was most common in the dialogues with the fourteen-year-olds, while exploring the function of meaning dominated in dialogues with the ten-year-olds.

Ort, förlag, år, upplaga, sidor
2011. Vol. 41, nr 4, s. 489-505
Nyckelord [en]
Learning processes, language meaning, knowledge formation, phenomenography, science education
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URN: urn:nbn:se:hj:diva-15734DOI: 10.1080/0305764X.2011.625002ISI: 000306737800008OAI: oai:DiVA.org:hj-15734DiVA, id: diva2:432350
Tillgänglig från: 2011-08-02 Skapad: 2011-08-02 Senast uppdaterad: 2017-12-08Bibliografiskt granskad

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Anderberg, Elsie

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