Teachers´solutions: a learning study about solution chemistry in grade 8
2013 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 2, no 1, 26-40 p.Article in journal (Refereed) Published
PurposeThe aim with the paper is to describe the collective exploration, process and knowledge production made in a learning study about solution chemistry Design/methodology/approachSecondary school teachers conducted a learning study with variation theory as a guiding principle, supervised by a researcher. The relationship between teaching and learning was analyzed and evaluated in a learning study cycle of three lessons.FindingsCritical aspects when teaching solution chemistry were identified, as well as enacted patterns of variation that significantly improved students´ learning. Examples of critical aspects were the particulate character of matter, especially the feature of “empty space” between particles, the connection between macroscopic phenomenon and sub-microscopic explanations and the difference between answers with everyday language and scientific language.Practical implicationsThis suggest that teachers in a learning study can produce new knowledge as well as use earlier research results when creating teaching activities that can improve their own practical work and students´ learning. Originality/valueThe study represents an example of research with the aim to improve teachers´ practice by generating knowledge in connection with teachers´ professional tasks.
Place, publisher, year, edition, pages
2013. Vol. 2, no 1, 26-40 p.
Research subject Education
IdentifiersURN: urn:nbn:se:ltu:diva-2894DOI: 10.1108/20468251311290114Local ID: 0a01453f-567b-4543-a799-fc9df0843fa5OAI: oai:DiVA.org:ltu-2894DiVA: diva2:975748
Validerad; 2013; 20121212 (anvi)2016-09-292016-09-29Bibliographically approved