Stefan von Aufschnaiter

Talking Physics in Labwork Contexts - A Category Based Analysis of Videotapes

This study has two aims: to give some overview of methods used previously by other researchers for analysing labwork in science education and to describe a new method for analysing labwork using a category-based analysis of videotapes from labwork (CBAV). In this CBAV method, two types of categories are defined: categories for labwork contexts and categories for verbalised knowledge during work in these contexts. The method was used in five studies of labwork in France and Germany in upper secondary school and university physics classes (see contributions of Buty, Theysen et al., Hucke et al., and Sander et al., all in this volume; Haller 1999). Specific results can be found there. The method among others can help to answer questions about the link between theory and practice in different labwork contexts. It can be used complementary to other methods and permits to analyse a lot of video data in a relatively short time.

Individual Learning Processes: A Research Programme with Focus on the Complexity of Situated Cognition

With the following paper a consequent constructivist theoretical framework is used to describe individual learning processes as development of situated cognition in terms of complexity. The results of the reported investigations are based on a variety of empirical data analysed in great detail. Rules about the dynamic character of cognitive development within learning situations are abstracted. Hypotheses for a description of cognition without using any approach of symbolic representation are formulated.

Development of Complexity through Dealing with Physical Qualities: One Type of Conceptual Change?

An important element of our theoretical framework for investigating individual learning processes, (von Aufschnaiter & Welzel, 1999) is the distinction between cognitive processes (“every student continuously creates cognitions according to his own actions and perceptions”) and cognitive structures (“tools producing these cognitions”) (ibid.). We then must distinguish between situated activity (construction of meaning) and changes of situated activity (changes in the way of meaning is constructed in similar situations). We pointed out that we do not interpret learning as the acquisition of “new” knowledge but as the development of “new” tools for the construction of this knowledge. Furthermore, we demonstrated that each of a student’s cognitions can be assigned to one of ten levels of complexity and that one kind of learning can be understood as the increase in the average level of complexity of the cognitive processes.

Development and Evaluation of a Laboratory Course in Physics for Medical Students

This case study deals with the development and evaluation of a labwork course in physics for medical students using the model of educational reconstruction. Surveys among experts were used to determine the objectives and contents of the labwork course. By means of empirical studies the development of students’ knowledge was analysed in detail. The case study describes the research methods used in the empirical studies and their results with regard to the objectives derived from the surveys. It gives a short description of the new labwork course and recommendations for the design of learning environments.