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

Summary, in English

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.

• Author: Simon Holmström; Ann Marie Pendrill; Urban Eriksson; Nina Reistad
• Department/s: Department of Physics; Atomic Physics
• Publishing year: 2019-02-25
• Language: Swedish
• Pages: 27-58
• Publication/Series: LUMAT: International Journal on Math, Science and Technology Education
• Volume: 7
• Issue: 1
• Links: http://dx.doi.org/10.31129/LUMAT.7.1.364
• Document type: Journal article
• Publisher: University of Helsinki
• Topic: Pedagogical Work
• Keywords: Laboratory work; Logic of events; Physics; Syllabus; Upper secondary school
• Status: Published
• ISBN/ISSN/Other: ISSN: 2323-7112