Argumentation in University Chemistry Education: A Case Study of Practical Investigations from Activity Theory Perspective

2014 ◽  
pp. 187-196
Author(s):  
Xiaomei Yan
Keyword(s):  
Activity Theory ◽  
Chemistry Education ◽  
Practical Investigations

scholarly journals A framework to study learning in a complex learning environment

2013 ◽  
Vol 12 (1) ◽  
Author(s):  
Anders Berglund
Keyword(s):  
Learning Environment ◽  
Activity Theory ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Experience ◽  
Complex Learning ◽  
Complex Computer

This paper presents a framework for analysing variations in the ways in which students experience learning in complex, computer-supported environments. It involves an application of phenomenography extended to encompass the content of the learning as well as its context. Concepts from activity theory are drawn upon to enlarge the scope of phenomenography. By applying this framework, researchers, as well as course organisers, may gain insights into how courses are experienced by the participants and can thus develop these in a way that will be perceived as improvement by the course participants. Within this predominantly phenomenographic approach, the focus is upon the content of the learning experience, giving the ability to relate learning outcomes to the experience of the learning environment. Hence, insights can be gained that can help to improve learning environments and thereby outcomes. A case study illustrating the kinds of results than can be obtained when using the framework is provided.DOI: 10.1080/0968776042000211539

scholarly journals A CHAT Approach to Understand Framing in Digital Service Innovation

2019 ◽  
Vol 1 (1) ◽  
pp. 3031-3040
Author(s):  
Nick Sturkenboom ◽  
Ehsan Baha ◽  
Rebecca Price ◽  
Maaike Kleinsmann ◽  
Dirk Snelders
Keyword(s):  
Reflective Practice ◽  
Activity Theory ◽  
Service Innovation ◽  
Third Wave ◽  
Design Practice ◽  
Digital Service ◽  
The Third ◽  
Activity Awareness ◽  
Cultural Historical Activity

AbstractWithin the third wave of digital service innovation, framing is becoming increasingly complex. Accordingly, design practice finds itself in a transition from designing single service solutions that are shared, to designing systemic solutions that are shareable. We report a case study in which we use Cultural Historical Activity Theory (CHAT) to analyze the framing process that a designer went through when designing a digital service for a Connected Care startup. Results show the importance of the designer's activity awareness and the challenge of dealing with relational complexity when framing the digital service innovation. With this work, we hope to inspire researchers and practitioners with the potential that CHAT has to offer for the reflective practice in digital service innovations.

scholarly journals Kitchen chemistry course for chemistry education students: influences on chemistry teaching and teacher education – a multiple case study

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Piia Nuora ◽  
Jouni Välisaari
Keyword(s):  
Teacher Education ◽  
Chemistry Education ◽  
Home Economics ◽  
Boundary Crossing ◽  
Education Students ◽  
Chemistry Teaching ◽  
Interdisciplinary Learning ◽  
Multiple Case ◽  
Kitchen Chemistry

AbstractThis study introduces the Kitchen Chemistry (KC) course and its influences on chemistry education as a whole. KC is considered to be a life-relevant learning environment that engages learners in science through the pursuit of personally relevant and meaningful goals. KC, as a form of interdisciplinary learning, aims to develop boundary-crossing skills and to support the development of pupils’ scientific thinking. The purpose of this research was to determine how KC as a context-based teaching approach applies to chemistry education and what it offers to chemistry teaching and teacher education. We found that KC gave lower secondary school pupils the opportunity to understand the chemical phenomena in a familiar context. Teachers of visiting groups saw that integration is the challenge: pupils often see the subjects of chemistry and home economics as separate entities. The chemistry education students highlighted real-world connections to chemistry concepts and contexts. They also found KC to be an interesting form of teaching chemistry. According to the KC course teachers, the students were motivated and excited, and provided positive feedback on the course. These findings suggest that teachers and teacher education students need to be guided in actively using integration.

scholarly journals Cooperative Learning With and About Internet Forums: A Case Study on a Unit on the Consumption and Chemistry of Mineral Water vs. Tap Water

2022 ◽  
Vol 6 ◽  
Author(s):  
Johanna Dittmar ◽  
Ingo Eilks
Keyword(s):  
Digital Media ◽  
Chemistry Education ◽  
Tap Water ◽  
Consumer Products ◽  
Media Education ◽  
Chemistry Learning ◽  
Unit Design ◽  
Critical Media ◽  
Internet Forums

In today’s society, digital media play an increasing role in gathering and exchanging information. A growing part of communication takes place in the Internet and many people are increasingly influenced by information provided via digital and social media. Development of critical media literacy is needed, if the general public is expected to effectively deal with this flood of information and to become able to distinguish between correct and false information sources. Thus, critical media education becomes an important aim of education in general, and of chemistry education in particular when considering questions directly related to chemistry and its associated consumer products or technologies. The article describes a curriculum development case study investigating the integration of media education with chemistry learning along the case of learning with and about Internet forums on the topic of water chemistry. A unit integrating theoretical and practical chemistry learning based on student communication is described, which is built around a digital forum operated by Moodle. The unit design and findings from the implementation are presented.

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