hkr.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Insights into student learning in science: the contribution of longitudinal studies
Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)
Deakin University, Melbourne.
2008 (English)In: Promoting successful science education - the worth of science education research: a collection of invited papers inspired by the 19th Symposium on Chemical and Science Education held at the University of Dortmund, 22-24 May 2008, Aachen: Shaker Verlag , 2008Conference paper, Published paper (Other academic)
Abstract [en]

This contribution will present longitudinal studies of student learning in science to show the particular strengths of longitudinal study designs to generate insights into student learning that are opaque in studies with a cross-sectional design. The studies presented here were carried out in different educational systems with varied time spans and ages. The studies have in common a careful gathering of data about the development of students' understanding of scientific phenomena mostly through interviews. In some cases the students have been interviewed about the development of their own understandings and of themselves as learners using previous interviews as stimulus data. The studies illustrate that the development of students' understanding should not be seen in strictly conceptual terms but are best understood as involving broader elements of beliefs, memory, mental models, epistemological reasoning, experiences from everyday life, and students’ sense of themselves as learners and knowers. The particular strength of studies with a long-term design is the possibility they offer to develop a richer and more complete description of students’ learning in science through the tracing of continuities in these personal contextual factors during the process of change. Such studies will contribute to a more complete description of students’ learning in science. We will also explore methodological issues associated with the realisation and analysis of such longitudinal design studies.

Place, publisher, year, edition, pages
Aachen: Shaker Verlag , 2008.
National Category
Pedagogy Social Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-137ISBN: 9783832275273 (print)OAI: oai:DiVA.org:hkr-137DiVA, id: diva2:157944
Conference
19th Symposium on Chemical and Science Education held at the University of Dortmund, 22-24 May 2008
Available from: 2009-01-28 Created: 2009-01-28 Last updated: 2014-07-28Bibliographically approved

Open Access in DiVA

No full text in DiVA

Authority records BETA

Helldén, Gustav

Search in DiVA

By author/editor
Helldén, Gustav
By organisation
School of Education and EnvironmentResearch environment Learning in Science and Mathematics (LISMA)
PedagogySocial Sciences

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 186 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf