Expounding on Physics: A Phenomenographic Study of Physicists Talking of Their Physics

Autor/inn/en	Ingerman, Ake; Booth, Shirley
Titel	Expounding on Physics: A Phenomenographic Study of Physicists Talking of Their Physics
Quelle	In: International Journal of Science Education, 25 (2003) 12, S.1489-1508 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Physics; Phenomenology; Scientists; Science Education; Teacher Researchers; Science Teachers; Interviews; Science Instruction; Learning Processes; Foreign Countries; Listening Comprehension; Teaching Methods; College Students; Discourse Analysis; Sweden + Suchen Sie Ihr Suchwort? Physik; Phenomenological psychology; Phänomenologie; Psychologie; Scientist; Wissenschaftler; Naturwissenschaftliche Bildung; Lehrerforschung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Ausland; Hörverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Diskursanalyse; Schweden
Abstract	Physicists and physics students have been studied with respect to the variation in the ways they expound on their topic of research and a physics problem, respectively. A phenomenographic approach has been employed; six fourth-year physics students and 10 teacher-researcher physicists at various stages of their careers have been interviewed. Four qualitatively distinct ways of expounding on physics have been identified, constituting an outcome space where there is a successive shift towards coherent structure and multiple referent domains. The interviewed person is characterized as expressing an "object of knowledge," and the interviewer is characterized as a willing and active listener who is trying to make sense of it, constituting a "knowledge object" out of the ideas expressed and personal experience. Pedagogical situations of analogous character to the interviewer-interviewee discussions are considered in the light of the analysis, focusing on the affordances for learning offered by the different forms of exposition. (Contains 3 figures and 11 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10