Everything has its processes, one could say - A longitudinal study following students’ ideas about transformations of matter from age 7 to 16

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Everything has its processes, one could say - A longitudinal study following students’ ideas about transformations of matter from age 7 to 16

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Publication Doctoral Thesis
Title Everything has its processes, one could say - A longitudinal study following students’ ideas about transformations of matter from age 7 to 16
Author(s) Löfgren, Lena
Date 2009
English abstract
This thesis concerns students’ learning and meaning-making in science. The theoretical framework builds upon Human Constructivism. This perspective underlines the unique interplay that occurs between thinking, feeling, and acting in human meaning-making and also stresses the important role of language in learning processes. The aim of the thesis is to learn more about how individual students develop their understanding of processes in which different kinds of transformations of matter occur. This aim is connected to the opinion that such knowledge can help in the development of teaching approaches leading to meaningful learning. A ten year longitudinal study has been conducted in which 20 students’ conceptions of matter and its transformations have been followed from age 7 to 16. In interviews performed once or twice every year the students described and explained the transformations of matter in three situations: the future of fading leaves left lying on the ground, the disappearance of the wax of a burning candle, and the appearance of mist on the inside of the cover of a glass of water. As part of the study, an early (at the age of 7) introduction of the idea of the particulate nature of matter was made. The study contributes to earlier studies on students’ ideas about transformations of matter by showing how students develop their ability to explain such processes in everyday situations. The study shows that students develop understanding of phenomena with a strong personal flavour. There is a spread in the students’ capability to use their experiences and the school science in productive ways to elaborate their ideas into more scientifically acceptable ones. This spread becomes greater during the compulsory school. The study shows the young students’ competence to use a simple molecule concept in productive ways in their explanations of the situations but it also shows the older students’ difficulties in using the science taught in later school-years. A conclusion is that fundamental concepts, such as the particle model, could be introduced in early school-years but only if the concept is continuously worked on and elaborated. Because of the longitudinal design the great impact of early experiences, both from family life and school, on students’ ideas is revealed. By following the individual students’ meaning-making over a ten year period and allowing them to comment on their own interview responses it becomes obvious that meaningful learning takes time. Different kinds of longitudinal studies that can inform us further about students’ meaningful learning in relation to science curricula are asked for as a result of the findings of this study. Longitudinal studies that can reveal how students’ and/or teachers’ ideas about the purpose of schooling change over time are also asked for.
Swedish abstract
Denna avhandling handlar om elevers lärande och meningsskapande i naturvetenskap. Det teoretiska ramverket bygger på Human Constructivism. Detta perspektiv framhåller det unika samspel som äger rum mellan tankar, känslor och handlingar då människor skapar mening. Perspektivet betonar också språkets viktiga roll i lärandeprocesser. Avhandlingens syfte är att få mer kunskap om hur enskilda elever utvecklar förståelse av processer i vilka olika sorters materieomvandlingar sker. Sådan kunskap är värdefull vid utvecklandet av undervisningsansatser som kan leda till meningsfullt lärande. En tioårig longitudinell studie har genomförts i vilken 20 elevers uppfattningar om materia och dess omvandlingar har följts från 7 till 16 år. I intervjuer genomförda en eller två gånger per år beskrev och förklarade eleverna materieomvandlingarna i tre situationer: vad händer med vissna löv som ligger kvar på marken, vart tar stearinet från ett brinnande ljus vägen och hur uppstår imman som syns på insidan av en glasskiva som lagts ovanpå ett glas med vatten. Som en del i studien introducerades redan vid 7 års ålder idén om materiens partikelnatur. Denna studie bidrar, i förhållande till tidigare studier om elevers uppfattningar om materieomvandlingar, med att visa hur elever utvecklar sin förmåga att förklara sådana processer i vardagssituationer. Studien visar att elever utvecklar förståelse för fenomenen med en tydligt personlig prägel. Det finns en spridning i elevernas förmåga att använda sina erfarenheter och skolans naturvetenskap för att på ett fruktbart sätt utveckla sina idéer i mer vetenskaplig riktning. Denna spridning ökar under grundskoletiden. 14 Studien visar de unga elevernas förmåga att använda ett enkelt molekylbegrepp på ett produktivt sätt i sina förklaringar av situationerna men visar också de äldre elevernas svårigheter att använda naturvetenskapen som undervisas de senare skolåren. En slutsats är att viktiga begrepp som partikelmodellen skulle kunna introduceras tidigt i skolan men bara om begreppet kontinuerligt bearbetas och utvecklas. De tidiga erfarenheternas betydelse för utvecklingen av elevernas idéer har tydliggjorts genom det longitudinella upplägget av studien. Genom att följa individuella elevers meningsskapande under en tioårsperiod och genom att låta dem kommentera de egna intervjuerna har det blivit synligt att meningsfullt lärande tar tid. Olika typer av longitudinella studier som kan ge oss ytterligare kunskap om elevers meningsfulla lärande i förhållande till lärooch kursplaner efterfrågas som en följd av studiens resultat. Longitudinella studier som kan beskriva hur elever och/eller lärare förändrar sina uppfattningar om meningen med skolan över tid efterfrågas också.
Publisher Malmö högskola, Lärarutbildningen
Series/Issue Malmö Studies in Educational Sciences;45
ISSN 1651-4513
ISBN 978-91-977100-7-7
Pages 256
Language eng (iso)
Subject(s) longitudinal study
primary education
secondary education
science learning
transformations of matter
the particulate nature of matter
longitudinell studie
grundskola
lärande i naturvetenskap
materietransformationer
materiens partikelnatur
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Included papers
  1. Holgersson, I. & Löfgren, L. (2004). A Long-Term Study of Students’ Explanations of Transformations of Matter. Canadian Journal of Science, Mathematics and Technology Education, 4(1), 77- 96.

  2. Löfgren, L. & Helldén, G3. (2008). Following young students’ understanding of three phenomena in which transformations of matter occur. International Journal of Science and Mathematics Education, 6, 481-504.

  3. Löfgren, L. & Helldén, G3. (2008). A Longitudinal Study Showing how Students use a Molecule Concept when Explaining Everyday Situations. International Journal of Science Education, first published July 29, 2008.

  4. Löfgren, L. & Helldén, G3. (2008). Following how students from age 7 to 16 use their experiences when developing their ideas about transformations of matter. Paper presented at the 9th Nordic Research Symposium on Science Education, June 11-14, 2008, Reykjavik, Iceland.

Handle http://hdl.handle.net/2043/7950 (link to this page)
Buy print http://webshop.holmbergs.com...7950 (print-on-demand service)

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