Here are some of the research projects carried out by the members of this SIG.
Physics Education in a Context of Diversity
The project aims to develop and test teaching approaches for physics education that lead to better learning outcomes by paying special attention to the linguistic composition of the learning group. In an experimental study (N = 700 secondary students) the effects of two interventions in comparison with a control group will be explored. Intervention A: Learning about energy based on a language-sensitive approach; Intervention B: students will be additionally allowed to make use of all of their linguistic resources including their heritage languages
Organisations: University of Hamburg, Germany
Name of Contributor: Dietmar Höttecke & Ingrid Gogolin
Transformations of transformations. An interdisciplinary study of pupils’ meaning-making through transformations of representations in science classes
The aim of this interdisciplinary developmental and research project is to gain a deeper understanding of how students can be supported when moving between their everyday experiences and a scientific understanding of nature phenomena such as ’heat’. In our project we collaborate with teachers to find ways of working in conscious ways to represent the content through various semiotic resources such as verbal language, action, images, and models, including the use of metaphors.
Organisations: Linnaeus University, Sweden
Name of Contributor: Kristina Danielsson
The project aims to improve students’ learning of science content by enhancing students’ disciplinary literacy at the 4th to 8th grade level.
Organisations: Stanford University & SERP (Strategic Education Research Partnership) Institute
Name of Contributor: Jonathan Osborne
Developing Disciplinary Literacy to Enhance Science Inquiry
This design research aims to examine physics and chemistry teachers’ current teaching practices and subsequently develop and evaluate pedagogical strategies to support their instructions on disciplinary literacy in science. Through the project, a number of disciplinary literacy interventions, such as the Premise-Reasoning-Outcome (PRO) Strategy and the Literacy-infused Inquiry Model, were developed, tested and evaluated.
Organisations: National Institute of Education & Ministry of Education, Singapore
Name of Contributor: Kok-Sing Tang
If you have any research projects that are relevant to this SIG, we invite you to submit them through this form: