PHYSICS LEARNING WITH EXPLORATORY TALKS DURING A MINI-PROJECT – A CASE STUDY OF FOUR GIRLS WORKING WITH ELECTRIC CIRCUITS
Journal: Journal of Baltic Science Education (Vol.4, No. 1)Publication Date: 2005-03-30
Authors : Margareta Enghag; Hans Niedderer;
Page : 5-11
Keywords : physics teaching; students’ ownership of learning; motivation; conceptual change; electric circuits;
Abstract
During physics instruction with mini-projects, four upper secondary school girls decide to plan how to teach electric circuits to younger children. Their group discussions result in a conceptual change related to the concepts resistance and current. Their prior conception, built on current consumption, leads them into conceptual conflicts, and by exploratory talks they reach a new view based on current as movement with different speed. Students' ownership of learning (SOL) is increased by an instructional design with mini-projects. This gives students the opportunity to choose a unique question, to determine their own learning process, to increase their motivation and to enhance development of competence and self-confidence.
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