• English
    • Norsk
  • English 
    • English
    • Norsk
  • Administration
View Item 
  •   Home
  • Det utdanningsvitenskapelige fakultet
  • Institutt for pedagogikk
  • Institutt for pedagogikk
  • View Item
  •   Home
  • Det utdanningsvitenskapelige fakultet
  • Institutt for pedagogikk
  • Institutt for pedagogikk
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Papers, Screens and Genes – A Socio-Cultural Case Study of Group Work with Multiple Resources

Jessen, Stian
Master thesis
View/Open
Master-Thesis---Stian-Jessen-03-06-15-14-00.pdf (1.518Mb)
Year
2015
Permanent link
http://urn.nb.no/URN:NBN:no-50240

Metadata
Show metadata
Appears in the following Collection
  • Institutt for pedagogikk [1907]
Abstract
This socio-cultural case study investigates students work and meaning making in a lower secondary school science class. The research question for the thesis are: 1. What characterizes group work in this multi-resource environment? 2. How do the students make sense of various representational forms? 3. How does the range of representational forms and resources challenge the class-room norms and rules? By employing an embedded strategy, this study s primary analysis is founded in interaction analysis, whilst quantitative data from student s written products and pre- and post-test are used for enriching and contextualization. Summed up, the main findings in this study are: Students are socialized into being students in schools, and changing the way in which they conduct their daily practices is not always without troubles. Removing the traditionally strong authority of the textbook, and allowing the students to freely inquire for information also removes the structures from the work. By lacking structures such as clear tasks, how to divide the labour and what representations and representational tools to use, students may easily lose track of the purpose of their activity. Without a clear object to direct their activity towards, the students in this study struggle to do fully collaborative work, and their meaning making processes with complex scientific concepts often stay procedural.
 
Responsible for this website 
University of Oslo Library


Contact Us 
duo-hjelp@ub.uio.no


Privacy policy
 

 

For students / employeesSubmit master thesisAccess to restricted material

Browse

All of DUOCommunities & CollectionsBy Issue DateAuthorsTitlesThis CollectionBy Issue DateAuthorsTitles

For library staff

Login
RSS Feeds
 
Responsible for this website 
University of Oslo Library


Contact Us 
duo-hjelp@ub.uio.no


Privacy policy