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European Journal of Engineering Education Volume 34, 2009 - Issue 4: Educational research impacting engineering education
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Original Articles

Physics group work in a phenomenographic perspective – learning dynamics as the experience of variation and relevance

Åke Ingerman Department of Education, University of Gothenburg, SE-405 30, Göteborg, SwedenCorrespondence[email protected]
,
Maria Berge IT-University, Chalmers University of Technology, Sweden
&
Shirley Booth Department of Education, University of the Witswatersrand, South Africa
Pages 349-358 | Received 28 Feb 2008, Published online: 10 Jul 2009

Citations (17)

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Read on this site (8)

Alexina Thorén Williams & Maria Svensson. (2021) Student Teachers’ Collaborative Learning of Science in Small-Group Discussions. Scandinavian Journal of Educational Research 65:6, pages 914-927.
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Maria Berge & Åke Ingerman. (2017) Multiple theoretical lenses as an analytical strategy in researching group discussions. Research in Science & Technological Education 35:1, pages 42-57.
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Airi Rovio-Johansson & Åke Ingerman. (2016) Continuity and Development in the Phenomenography and Variation Theory Tradition. Scandinavian Journal of Educational Research 60:3, pages 257-271.
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Angelika Kullberg, Pernilla Mårtensson & Ulla Runesson. (2016) What is to be Learned? Teachers’ Collective Inquiry into the Object of Learning. Scandinavian Journal of Educational Research 60:3, pages 309-322.
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Magnus Strøm Mellingsæter & Berit Bungum. (2015) Students’ use of the interactive whiteboard during physics group work. European Journal of Engineering Education 40:2, pages 115-127.
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Maria Berge & Alexandra Weilenmann. (2014) Learning about friction: group dynamics in engineering students’ work with free body diagrams. European Journal of Engineering Education 39:6, pages 601-616.
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Magnus Strøm Mellingsæter. (2014) Engineering students’ experiences from physics group work in learning labs. Research in Science & Technological Education 32:1, pages 21-34.
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Caroline Baillie & Jonte Bernhard. (2009) Educational research impacting engineering education. European Journal of Engineering Education 34:4, pages 291-294.
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Articles from other publishers (9)

Tobias Fredlund, Kari Beate Remmen & Erik Knain. (2021) The epistemological commitments of modes: opportunities and challenges for science learning. Visual Communication, pages 147035722110389.
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Jian-Peng Guo, Ling-Yan Yang & Yi Ding. (2017) The Use of Learning Study in Designing Examples for Teaching Physics. Research in Science Education 49:2, pages 499-520.
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Jonte Bernhard. (2018) What matters for students’ learning in the laboratory? Do not neglect the role of experimental equipment!. Instructional Science 46:6, pages 819-846.
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Airi Rovio-Johansson. (2018) Experiences of practice-based learning in phenomenographic perspective. Journal of Workplace Learning 30:1, pages 48-64.
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Sofie Kobayashi, Maria Berge, Brian W. W. Grout & Camilla Østerberg Rump. (2017) Experiencing variation: learning opportunities in doctoral supervision. Instructional Science 45:6, pages 805-826.
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Paul W. Irving & Eleanor C. Sayre. (2015) Becoming a physicist: The roles of research, mindsets, and milestones in upper-division student perceptions. Physical Review Special Topics - Physics Education Research 11:2.
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T Fredlund, C Linder & J Airey. (2015) Towards addressing transient learning challenges in undergraduate physics: an example from electrostatics. European Journal of Physics 36:5, pages 055002.
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T Fredlund, J Airey & C Linder. (2015) Enhancing the possibilities for learning: variation of disciplinary-relevant aspects in physics representations. European Journal of Physics 36:5, pages 055001.
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Casey Canfield & Yevgeniya V. Zastavker. (2010) Achievement goal theory: A framework for implementing group work and open-ended problem solving. Achievement goal theory: A framework for implementing group work and open-ended problem solving.

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