Abstract
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.
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University records for 2008, 2009, 2010
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Acknowledgments
The authors are grateful to the participating students who shared their time and learning experience and to the tutor, with whom we collaborated. This research was supported by the Swedish Research Council (VR-UVK). We would like to thank the Physics Education Research Group, Uppsala University, for useful comments on earlier version of the article and Professor Kate Scantlebury for valuable feedback on the final version. We also acknowledge the helpful feedback from the anonymous reviewers. Finally, we are most grateful for the support and encouragement from Professor Åke Ingerman.
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Berge, M., Danielsson, A.T. Characterising Learning Interactions: A Study of University Students Solving Physics Problems in Groups. Res Sci Educ 43, 1177–1196 (2013). https://doi.org/10.1007/s11165-012-9307-0
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DOI: https://doi.org/10.1007/s11165-012-9307-0