Students' Use of Learning Resources for Writing in Physics and Norwegian

Autor/inn/en	Askeland, Norunn; Aamotsbakken, Bente
Titel	Students' Use of Learning Resources for Writing in Physics and Norwegian
Quelle	In: Designs for Learning, 6 (2013) 1-2, S.9-29 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2001-7480
Schlagwörter	Physics; Norwegian; Information Sources; Writing Processes; High School Students; Content Area Writing; Writing Achievement; Self Efficacy; Plagiarism; Foreign Countries; Preservice Teachers; Native Language Instruction; Science Instruction; Literary Devices; Instructional Materials; Citations (References); Creativity; Norway (Oslo) + Suchen Sie Ihr Suchwort? Physik; Norwegisch; Information source; Informationsquelle; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schriftliche Übung; Self-efficacy; Selbstwirksamkeit; Plagiat; Ausland; Native language education; Muttersprachlicher Unterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Literaturarbeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Citations; Zitat; Kreativität
Abstract	In this article we discuss dilemmas and paradoxes in the use of learning resources and the need to list sources when writing, issues that are relevant for students as well as for teachers and authors of textbooks. We draw on experience from a Norwegian research project investigating students' writing in two subjects: physics and Norwegian in senior high and university. We study the genres used when students write in order to get knowledge and skills, and we have a special interest in the use of learning resources. It is evident that the two subjects represent different text cultures, but we have seen that there are also similarities in the use of learning resources in writing. Methodologically, we have used interviews in focus groups in addition to personal letters from the students. In this article we are especially interested in students who are considered to be successful writers and even risk- writers, i.e. writers who are so self-confident that they have the courage to break with established norms and conventions. The risk-writers are aware of borders between intertextuality and plagiarism and know how to work with sources in order to be creative and innovative writers even though they do it in different ways in the two textual cultures. In conclusion we suggest possibilities for bridging the two cultures by changing the learning resources and textbooks and the way of writing. (As Provided).
Anmerkungen	Stockholm University Press. Stockholm University Library, SE-106 91, Stockholm, Sweden. Web site: https://www.designsforlearning.nu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01