The Role of Humor in Learning Physics: A Study of Undergraduate Students

Autor/in	Berge, Maria
Titel	The Role of Humor in Learning Physics: A Study of Undergraduate Students
Quelle	In: Research in Science Education, 47 (2017) 2, S.427-450 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-015-9508-4
Schlagwörter	Undergraduate Students; Physics; Humor; Science Instruction; Teaching Methods; Cooperative Learning; Interpersonal Communication; Discourse Analysis; Engineering Education; Problem Solving; Group Discussion; Group Dynamics + Suchen Sie Ihr Suchwort? Physik; Humoristische Darstellung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Interpersonale Kommunikation; Diskursanalyse; Ingenieurausbildung; Problemlösen; Gruppendiskussion; Gruppendynamik
Abstract	We all know that they do it, but what do students laugh "about" when learning science together? Although research has shown that students do use humor when they learn science, the role of humor in science education has received little attention. In this study, undergraduate students' laughter during collaborative work in physics has been investigated. In order to do this, a framework inspired by conversation analysis has been used. Empirical data was drawn from two video-recorded sessions in which first-year engineering students solved physics problems together. The analysis revealed that the students' use of humor was almost exclusively related to physics. Five themes identified summarize the role of humor in the group discussions:" Something is obvious," "Something is difficult," "Something said might be wrong," "Something is absurd", and "Something said is not within informal norms." This study shows that humor may contribute not only to a good working atmosphere and thereby to the students' learning but also how humor interrelates with both disciplinary culture of physics and its epistemology. The students do not only create and re-create humor that facilitates their social interactions, but through humor they constitute local norms of science and engage with the disciplinary discourse. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01