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The Effectiveness of Laboratory Work in Physics: A Case Study at Upper Secondary School in Sweden
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics.ORCID iD: 0000-0003-1154-8218
Stockholms universitet.ORCID iD: 0000-0002-3250-4268
2012 (Swedish)In: Proceedings of The World Conference on Physics Education 2012: WCPE 2012 / [ed] Mehmet Fatih Taşar, 2012, p. 729-740Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The present paper reports on a case study that examined the effectiveness of a practical activity in physics, at a Swedish upper secondary school. A teacher and 19 students participated in the study. The students were observed while working with the topic motion, in a computer based laboratory environment (CBL). This case study is part of an ongoing longitudinal study, about the role of laboratory work with different degrees of freedom. The analysis of interviews, written reports and posttest, shows that the practical work was effective based on Millar’s model. Even so, the students had difficulties expressing what they learned from the activity. This study emphasizes the complexity of planning and conducting laboratory work that is effective, from several different aspects. 

Place, publisher, year, edition, pages
2012. p. 729-740
Keyword [en]
Physics education, Laboratory work, Effectiveness, Experiences, Computer based lab
National Category
Didactics
Research subject
Physics
Identifiers
URN: urn:nbn:se:kau:diva-35120ISBN: 978-605-364-658-7 (print)OAI: oai:DiVA.org:kau-35120DiVA, id: diva2:785514
Conference
WCPE -The World Conference on Physics Education 1-7 july 2012, Istanbul, Turkiet
Available from: 2015-02-03 Created: 2015-02-03 Last updated: 2018-01-23Bibliographically approved
In thesis
1. Laborativt arbete i fysikundervisningen: Något som behöver diskuteras!
Open this publication in new window or tab >>Laborativt arbete i fysikundervisningen: Något som behöver diskuteras!
2015 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
Abstract [sv]

Baksidestext

I gymnasieskolans kursplaner för ämnet fysik framhålls det undersökande arbetssättet genom att betona att eleverna ska ges förutsättningar att utveckla förmågan att söka svar på frågor, planera, genomföra, tolka och redovisa experiment. Eleverna ska dessutom ges möjligheter att använda sina kunskaper i fysik för att kommunicera, argumentera och presentera slutsatser. Utgångspunkten i den här avhandlingen är att laborationsmomentet skapar en speciell diskurs där eleverna blir aktörer och läraren iträder rollen som observatör. I en sådan miljö skapas förutsättningar för att eleverna på ett naturligt sätt får möjlighet att prata och diskutera fysik, utifrån sina egna förutsättningar. Syftet med denna avhandling är att genom praktikbaserade studier tydliggöra hur fysiklaborationens utformning påverkar elevernas kommunikation och vidare hur eleverna använder språket vid laborationstillfället för att skapa förståelse. Detta bidrar till debatten om fysiklaborationens effektivitet, sett både ur ett undervisnings- och inlärningsperspektiv. Resultaten visar att olika laborationsformer är uppbyggda av liknande aktiviteter, men varierar i tid som ägnas åt de olika aktiviteterna. Aktiviteterna i sin tur skapar samtal av olika karaktär. Olika samtalsformer används för skilda syften. Ett analytiskt ramverk har skapats för att ingående kunna studera hur och vad eleverna talar om både på en lingvistisk och kognitiv nivå.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2015. p. 37
Series
Karlstad University Studies, ISSN 1403-8099 ; 2015:14
Keyword
Laborativt arbete, Fysikdidaktik, Kommunikation, Effektivitet, Laborationsformer
National Category
Didactics
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-35125 (URN)978-91-7063-625-7 (ISBN)
Presentation
2015-03-04, 21D 304, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2015-03-04 Created: 2015-02-03 Last updated: 2018-01-23Bibliographically approved
2. Learning Physics Through Communication During Laboratory Work: An empirical study at upper secondary school
Open this publication in new window or tab >>Learning Physics Through Communication During Laboratory Work: An empirical study at upper secondary school
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Laboratory work as a teaching and learning method is given prominence in the Swedish physics curriculum for upper secondary school. It is emphasised that students should be given opportunities to develop the ability to search for answers to questions, plan, conduct, interpret and present results. Moreover, students should also be encouraged to use their physics knowledge to communicate, argument and present conclusions. This thesis is based on the belief that physics laboratory work creates a special discourse, where the student becomes the actor and the teacher becomes the organiser and observer. Such an environment enables students to naturally engage in physics discussions using their own terms. The aim is to explore students’ laboratory work at upper secondary school in-depth, with respect to its design and influence on students’ communication. Through analysis of students’ communication, the purpose is to better understand the physics laboratory work’s possibilities as a teaching and learning method. This will contribute to ongoing debate about the effectiveness of laboratory work. The results show that laboratory work consists of similar activities but differs in amount of time allocated to the different activities. Different types of talk are used for different purposes. An analytical framework has been created to enable deeper investigations of how and what students are talking about at both a linguistic and cognitive level. Moreover, the analysis shows the importance of students acquiring knowledge about physics and understanding the value of using an investigative approach as well as acquiring core content physics knowledge.

Abstract [en]

Laboratory work as a teaching and learning method is given prominence in the Swedish physics curriculum for upper secondary school. It is emphasised that students should be given opportunities to develop the ability to search for answers to questions, plan, conduct, interpret and present results. Moreover, students should also be encouraged to use their physics knowledge to communicate, argument and present conclusions. This thesis is based on the belief that physics laboratory work creates a special discourse, where the student becomes the actor and the teacher becomes the organiser and observer. Through analysis of students’ communication, the purpose is to better understand the physics laboratory work’s possibilities as a teaching and learning method. The results show that laboratory work consists of similar activities but differs in amount of time allocated to the different activities. Different types of talk are used for different purposes. An analytical framework has been created to enable deeper investigations of how and what students are talking about at both a linguistic and cognitive level. Moreover, the analysis shows the importance of students acquiring knowledge about physics and understanding the value of using an investigative approach as well as acquiring core content physics knowledge. 

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2017. p. 77
Series
Karlstad University Studies, ISSN 1403-8099 ; 2017:20
Keyword
Physics education, Laboratory Work, Inquiry, Communication, Discourse Analysis
National Category
Educational Sciences
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-48454 (URN)978-91-7063-781-0 (ISBN)978-91-7063-782-7 (ISBN)
Public defence
2017-06-13, 21A342, Eva Erikssonsalen, Universitetsgatan 2, Karlstad, 15:00 (Swedish)
Opponent
Supervisors
Available from: 2017-05-24 Created: 2017-05-03 Last updated: 2018-01-23Bibliographically approved

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http://www.wcpe2012.org/proceedings.htmlBook of abstracts

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Andersson, JanEnghag, Margareta

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