{"title":"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","authors":"Maria Berge, Per Anderhag","doi":"10.1007/s11191-025-00622-7","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"2331 - 2352"},"PeriodicalIF":3.4000,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00622-7.pdf","citationCount":"0","resultStr":"{\"title\":\"The Role of Joking for Learning Science: An Exploration of Spontaneous Humour in Two Physics Education Settings\",\"authors\":\"Maria Berge, Per Anderhag\",\"doi\":\"10.1007/s11191-025-00622-7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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.</p></div>\",\"PeriodicalId\":771,\"journal\":{\"name\":\"Science & Education\",\"volume\":\"34 4\",\"pages\":\"2331 - 2352\"},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2025-02-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://link.springer.com/content/pdf/10.1007/s11191-025-00622-7.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science & Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://link.springer.com/article/10.1007/s11191-025-00622-7\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://link.springer.com/article/10.1007/s11191-025-00622-7","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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 [...]