Det löser sig inte alltid : En studie av elevers lärande av ett naturvetenskapligt begrepp

The purpose of this thesis was to compare how students of different ages understand and express their knowledge in a natural science phenomena and how these can be affected by teaching. The study is based on 24 student interviews that were used to compare how students in pre-school, 4th grade and 6th grade talk about a scientific concept. The 4th graders interview responses were also used as a base for a lecture series for 7 lessons. After the completed lesson series the 4th graders were interviewed a second time. This to study how past conceptions and ways of expression had changed by teaching. Thereby the study was affected by the variation theoretical perspective, since learning was characterized as a change in the way of perceiving the natural scientific phenomenon. Although the socio-cultural perspective has also played a major role in the study as the students' development of the scientific language was studied. The results show that among the different age groups are certain recurring ways of seeing and expressing themselves on the selected phenomenon. Some words that were used in statements could however differ in significance between the students. This means that teachers need to be careful in their interpretations, when they assess and evaluate students' expressed knowledge. As for increased school hours and progression, the study indicates that the greatest changes in perceptions and expressions occur between preschool and 4th grade. The study thus underlines the importance of early intervention in scientific knowledge The final interviews with 4th graders shows that all students had developed against intended targets of the lessons series. Students had approached the scientific language and descriptions were given more often at the micro level. The explanations given in the final interviews reveal that the students made this approach in different ways. For some, pictures proved to be significant and have supported students in their explanations of the phenomenon. Other students have written particles human characteristics and have thus found a way to relate to the scientific explanation of the phenomenon.Validerat; 20110319 (anonymous