Integrating CAD, 3D-printing technology and oral communication to enhance students' physics understanding and disciplinary literacy
Artikel i vetenskaplig tidskrift, 2020

How do engineering physics students come to understand and share their physics learnings as a result of careful integration of oral communication with engineering skills like computer aided design and 3D-printing technology? Based in a sociocognitive theory of situated communication pedagogy, the action research conducted in this study set out to answer this research question in an introductory first-year course in engineering physics. A re-design intervention was planned, overseen, and evaluated by a teaching team comprising three physicists and a communication specialist. The findings-supported by student surveys, reflective field notes from the teachers' observations, and a focus group interview with students-strongly indicate that the students' structured oral engagement with disciplinary content confer learning benefits and promote the development of disciplinary (physics) literacy.

poster presentation


oral presentation




Hans Malmström

Chalmers, Vetenskapens kommunikation och lärande, Fackspråk och kommunikation

Jonas Enger

Göteborgs universitet

Magnus Karlsteen

Chalmers, Fysik, Materialfysik

Jonathan Weidow

Chalmers, Fysik, Materialfysik

European Journal of Physics

0143-0807 (ISSN) 13616404 (eISSN)

Vol. 41 6 065708




Pedagogiskt arbete

Lärande och undervisning

Pedagogiskt arbete



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