Gymnasiets laborationsundervisning i fysik – Vad påverkar lärares val av laborationer?

Research output: Contribution to journalArticle

Abstract

What factors influence Swedish upper secondary teachers' laboratory teaching in physics? This is an issue raised by the curriculum reform of 2011 in Sweden. In this study, 17 teachers at four different upper secondary schools discussed their laboratory teaching in focus group interviews. Based on an analysis of these interviews, a supplementary survey of 66 teachers was conducted. Logic of events was used as an analytical tool to understand how different factors influence teachers' teaching. The results from the focus groups indicate that teachers appreciate laboratory work that 1) are based on simple equipment, 2) provide good values of constants, 3) laboratory exercises that the students like. In the survey, the syllabus emerged as a stronger factor of influence than in the focus groups – but, the results from both parts indicate that other factors than the syllabus play a larger role for teachers' choice and layout of laboratory work.

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Research areas and keywords

Subject classification (UKÄ) – MANDATORY

  • Pedagogical Work

Keywords

  • Laboratory work, Logic of events, Physics, Syllabus, Upper secondary school
Original languageSwedish
Pages (from-to)27-58
Number of pages29
JournalLUMAT: International Journal on Math, Science and Technology Education
Volume7
Issue number1
Publication statusPublished - 2019 Feb 25
Publication categoryResearch
Peer-reviewedYes