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The Interplay Between Content, Expressions and Their Meaning When Expressing Understanding

Alvegard, C.; Anderberg, E.; Svensson, Lennart LU and Johansson, T. (2010) In Science & Education 19(3). p.283-303
Abstract
In the intentional-expressive approach, a development within the phenomenographic tradition, an alternative view of the role of language is adopted. The approach focuses the learner's use of expressions and intended meanings, in relation to his/her conception of a phenomenon. The article presents empirical findings from a study made at a university of technology using a special dialogue structure. The aim of the dialogue is to capture the individual's way of reflecting on the interplay between the expressions he or she uses, their intended meanings, and his or her conception of the phenomenon. Twenty-four students participated and were presented an everyday situation involving the physical motion of a body. The results show that the... (More)
In the intentional-expressive approach, a development within the phenomenographic tradition, an alternative view of the role of language is adopted. The approach focuses the learner's use of expressions and intended meanings, in relation to his/her conception of a phenomenon. The article presents empirical findings from a study made at a university of technology using a special dialogue structure. The aim of the dialogue is to capture the individual's way of reflecting on the interplay between the expressions he or she uses, their intended meanings, and his or her conception of the phenomenon. Twenty-four students participated and were presented an everyday situation involving the physical motion of a body. The results show that the interplay was ambiguous and dynamic. The relationships between expression and meaning were much weaker than between meaning and conception. In learning situations, this may cause problems concerning students' knowledge formation, since a stable relationship is often taken for granted in learning and teaching. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Science & Education
volume
19
issue
3
pages
283 - 303
publisher
Springer
external identifiers
  • wos:000274225200003
  • scopus:77952880219
ISSN
0926-7220
DOI
10.1007/s11191-009-9207-5
language
English
LU publication?
yes
id
ba439e17-e218-474f-8092-e27421bedd4f (old id 1569041)
date added to LUP
2010-03-17 10:30:05
date last changed
2018-05-29 11:02:47
@article{ba439e17-e218-474f-8092-e27421bedd4f,
  abstract     = {In the intentional-expressive approach, a development within the phenomenographic tradition, an alternative view of the role of language is adopted. The approach focuses the learner's use of expressions and intended meanings, in relation to his/her conception of a phenomenon. The article presents empirical findings from a study made at a university of technology using a special dialogue structure. The aim of the dialogue is to capture the individual's way of reflecting on the interplay between the expressions he or she uses, their intended meanings, and his or her conception of the phenomenon. Twenty-four students participated and were presented an everyday situation involving the physical motion of a body. The results show that the interplay was ambiguous and dynamic. The relationships between expression and meaning were much weaker than between meaning and conception. In learning situations, this may cause problems concerning students' knowledge formation, since a stable relationship is often taken for granted in learning and teaching.},
  author       = {Alvegard, C. and Anderberg, E. and Svensson, Lennart and Johansson, T.},
  issn         = {0926-7220},
  language     = {eng},
  number       = {3},
  pages        = {283--303},
  publisher    = {Springer},
  series       = {Science & Education},
  title        = {The Interplay Between Content, Expressions and Their Meaning When Expressing Understanding},
  url          = {http://dx.doi.org/10.1007/s11191-009-9207-5},
  volume       = {19},
  year         = {2010},
}