Physics group work in a phenomenographic perspective: learning dynamics as the experience of variation and relevance
2009 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, no 4, 349-358 p.Article in journal (Refereed) Published
In this paper, we analyse learning dynamics in the context of physics group work of the kind increasinglyfound in engineering education.We apply a phenomenographic perspective on learning, seeing the notionof variation as the basic mechanism of learning. Empirically, we base our analysis on data from first yearengineering students discussing physics problems concerning force and friction while working in smallgroups of three or four. The discussions were captured on video and audio, and the subsequent analysisprimarily relies on detailed transcriptions and the students’ notes. The results illustrate how students relatedifferent parts of the whole learning object (Newtonian mechanics) to one another and create a variationwith respect to the parts and/or the whole; how the presence and experience of variation complementedby an experience of relevance may result in identifiable learning; and how tutor interventions may have afavourable impact on the learning dynamics.
Place, publisher, year, edition, pages
Informa UK Limited , 2009. Vol. 34, no 4, 349-358 p.
IdentifiersURN: urn:nbn:se:umu:diva-73370DOI: 10.1080/03043790902989382OAI: oai:DiVA.org:umu-73370DiVA: diva2:631188
FunderSwedish Research Council