<p>In this thesis the theoretical framework student ownership of learning (SOL) is developed both theoretically and with qualitative research, based on studies of small-group work in physics with miniprojects and context rich problems. Ownership is finally defined as actions of choice and control, i.e. the realised opportunities to own organisation of the work. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task: how the task is determined, performed and finally reported. The other dimension, the individual student ownership of learning, refers to the individual student's own question/idea that comes from own experiences, interests, or anomalies of understanding; an idea/question that recurs several times and leads to new insights. From literature and from own data, categories are constructed for group and individual student ownership of learning, which have been iteratively sharpened in order to identify ownership in these two dimensions. As a consequence, the use of the framework student ownership of learning is a way to identify an optimal level of ownership for better learning and higher motivation in physics teaching.</p><p>The first part of the thesis gives an overview of the theoretical background to the studies made, and summarises the findings. The second part consists of six articles that report case studies with analyses of audio/video-recorded student cooperative work, and student group discussions, from three collections of data: 1) students working with miniprojects in teacher education, 2) upper secondary school students taking a physics course that includes both context rich problems with group discussions and miniprojects, and 3), aeronautical engineering students working with context rich problems in an introductory physics course at university.</p><p>The thesis describes in a fine-grained analysis the conversation in the groups based on Barnes discourse moves, and finds that ownership and communication are related. Group discussions are found to be an indicator for group ownership of learning and exploratory talks often promotes individual student ownership of learning.</p>

In this thesis the theoretical framework student ownership of learning (SOL) is developed both theoretically and with qualitative research, based on studies of small-group work in physics with miniprojects and context rich problems. Ownership is finally defined as actions of choice and control, i.e. the realised opportunities to own organisation of the work. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task: how the task is determined, performed and finally reported. The other dimension, the individual student ownership of learning, refers to the individual student's own question/idea that comes from own experiences, interests, or anomalies of understanding; an idea/question that recurs several times and leads to new insights. From literature and from own data, categories are constructed for group and individual student ownership of learning, which have been iteratively sharpened in order to identify ownership in these two dimensions. As a consequence, the use of the framework student ownership of learning is a way to identify an optimal level of ownership for better learning and higher motivation in physics teaching. The first part of the thesis gives an overview of the theoretical background to the studies made, and summarises the findings. The second part consists of six articles that report case studies with analyses of audio/video-recorded student cooperative work, and student group discussions, from three collections of data: 1) students working with miniprojects in teacher education, 2) upper secondary school students taking a physics course that includes both context rich problems with group discussions and miniprojects, and 3), aeronautical engineering students working with context rich problems in an introductory physics course at university. The thesis describes in a fine-grained analysis the conversation in the groups based on Barnes discourse moves, and finds that ownership and communication are related. Group discussions are found to be an indicator for group ownership of learning and exploratory talks often promotes individual student ownership of learning.

Läroplanen, Lgr 11, vilar på en sociokulturell syn på lärande där lärande genom interaktion och kommunikation är en naturlig del. Kommunikationens men också de matematiska resonemangens betydelse för elevers matematiklärande råder samstämmighet kring inom forskningen. En viktig del i att skapa givande samtal är lärares frågor. Syftet med studien är att undersöka vilka slags frågor matematiklärare använder sig av vid problemlösningslektioner och i vilken uträckning frågorna leder till så kallade utforskande samtal. Undersökningen genomfördes genom strukturerade observationer via ett egenkonstruerat analysverktyg utifrån teorier om olika slags frågor och utforskande samtal. Studien visar att de vanligast förekommande frågorna är de som gäller fakta eller procedur och att de utforskande samtalen är sparsamt förekommande. Vidare synliggörs att det finns stora skillnader lärare emellan gällande vilka frågor som ställs och vad de ger upphov till samt att förekomsten av både frågor som uppmuntrar till resonemang och utforskande interaktion är vanligare vid grupparbete än i helklassinteraktion. Dominansen av fakta och procedurfrågor visar att traditionella frågemönster består, även om en förändring eventuellt kan skönjas. Studien har gett en inblick i förekommande frågor vid matematikundervisning samt huruvida de ger upphov till utforskande samtal. Därmed har kunskap skapats om elevernas möjlighet att kommunicera och resonera matematiskt med utgångspunkt i lärares frågor. Studien har även bidragit till att lärares frågor och hantering av elevsvar uppmärksammas, något som kan leda till att djupare matematiska diskussioner blir mer vanligt förekommande / The Swedish curriculum is grounded in a sociocultural view of learning where learning through interaction and communication comes naturally. Research unanimously emphasizes the role of communication and mathematical reasoning for students’ learning in mathematics. Teachers’ questions are important when creating fruitful discussions. The purpose of this study is therefore to examine what kind of questions mathematics teachers pose in problem-solving lessons and the extent to which the questions lead to so-called exploratory talks. The study was conducted through structured observations via a self-constructed analysis tool which was based on theories regarding questions and exploratory talks. The study shows that the most common questions are about facts or procedures and that exploratory talks sparsely occur. Furthermore, there are great differences between teachers regarding what kind of questions are asked and what kind of communication these generate. Questions that encourage reasoning and exploratory talks are more common in group work than in whole-class interaction. The domination of factual and procedure questions shows that traditional question-patterns persist, although a change may be discernible. The study has provided an insight into the kind of questions mathematics teachers pose in their teaching and whether they generate exploratory talks. Thus, knowledge has been created about students’ possibilities to communicate and reason mathematically based on teachers’ questions. In addition, this study has drawn attention to teachers’ questions and handling of students’ answers, which can lead to deeper mathematical discussions becoming more common.