玩笑对科学学习的作用:两种物理教学情境下自发幽默的探索

IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Maria Berge, Per Anderhag
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引用次数: 0

摘要

讲科学是以严肃、端庄为前提的。尽管如此,老师和学生在交流时都使用幽默。然而,教师和学生在科学课堂活动中使用自发幽默时,学习科学是如何形成的机制却知之甚少。在这项研究中,我们承认这一差距。我们使用实用认识论分析(PEA)分析了来自物理教育中两个不同背景的视频数据,一个是九年级的物理教室,另一个是一群一起学习基础力学的本科生。研究结果表明,自发的幽默,如荒诞,在两个方面支持学习过程:(1)将谈话和行动导向任务的科学目的;(2)整理出在情境中哪些科学内容和规范是相关的/不相关的。实验结果说明了参与者是如何通过开玩笑来阐明他们的推理和行动是如何与手头的任务相符的。这些幽默的情景对学生有意识地朝着活动目标行动的能力产生了积极的影响,结果表明,这种开玩笑的方式对学生的学习有积极的影响。因此,幽默应该被视为科学课堂学习的重要资源。做科学研究,就像其他任何活动一样,本身就是一种幽默的努力,没有卡通或夸张的表演。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Role of Joking for Learning Science: An Exploration of Spontaneous Humour in Two Physics Education Settings

Talking science is based on the premise of being serious and dignified. Still, both teachers and students use humour when they communicate. However, little is known about the mechanisms of how learning science is constituted when teachers and students are using spontaneous humour in science classroom activities. In this study, we acknowledge this gap. We have analysed video data using practical epistemology analysis (PEA) from two different contexts in physics education, a physics classroom in grade 9 and a group of undergraduate students learning basic mechanics together. The findings showed that spontaneous humour, such as absurdities, supported the learning process in two ways: (1) orienting talk and action towards the scientific purposes of the assignments and (2) sorting out what scientific content and norms were/were not of relevance in the situation. The results illustrate how the participants made jokes to clarify how reasoning and actions tallied with the task at hand. These humorous situations positively affected students’ ability to act intentionally towards the aim of the activity, and the results show that this way of joking can have positive consequences for student learning. Therefore, humour ought to be viewed as a significant resource for learning in the science classroom. Doing science can, like any other activity, be a humorous endeavour in itself, without cartoons or extravagant shows.

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来源期刊
Science & Education
Science & Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
14.00%
发文量
0
期刊介绍: Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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