Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Word meaning and conceptions: An empirical study of relationships between students' thinking and use of language when reasoning about a problem
Lunds universitet. (Language use and individual learning)
2000 (English)In: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 28, no 2, 89-113 p.Article in journal (Refereed) Published
Abstract [en]

In considering students' thinking, thephenomenographic tradition has paid considerableattention to conceptions of various phenomena withinthe context of learning. However, this research hasnot explicitly examined the relation betweenwords used and their meaning in the processes of understanding and learning. The present study concernsthe character of the relationships between verbalexpressions and thoughts about phenomena referred to.In order to understand these relationships more fully,an empirical study was carried out. Twenty-sevenstudents from two institutes of higher education, acollege of health science and a college of education,participated. Qualitative interviews were used to bothstimulate students' thinking about the conceptionsthey expressed of a particular problem and to documenttheir thinking. Contextual analysis was used toexamine this data. The results of the analysis arepresented in three related descriptive categories. Thecategories represent three different aspects ofrelationships between words used and thoughts aboutphenomena referred to and three different developmentsof these relationships. Finally, conclusions are drawnand are discussed in relation to research onunderstanding and learning and two major traditions inthe philosophy of language.

Place, publisher, year, edition, pages
2000. Vol. 28, no 2, 89-113 p.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-8702DOI: 10.1023/A:1003612324706OAI: oai:DiVA.org:hj-8702DiVA: diva2:216803
Available from: 2009-05-12 Created: 2009-05-12 Last updated: 2014-06-12Bibliographically approved

Open Access in DiVA

fulltext(159 kB)71 downloads
File information
File name FULLTEXT01.pdfFile size 159 kBChecksum SHA-512
e14071f65f755728b4a8084ecbeac101912cbd8e3234b42dc3fc71544184a356058cbf36c16ba9c9356f4be7c8971047e6debe7fb368c84440556cc710bb1b75
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Search in DiVA

By author/editor
Anderberg, Elsie
In the same journal
Instructional science
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 71 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Altmetric score

Total: 243 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf