uu.seUppsala University Publications
Change search
Refine search result
1234567 1 - 50 of 334
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the 'Create feeds' function.
  • 1.
    Gregorcic, Bor
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Etkina, Eugenia
    Rutgers University, New Brunswick, NJ, USA.
    Planinsic, Gorazd
    University of Ljubljana, Ljubljana, Slovenia.
    A New Way of Using the Interactive Whiteboard in a High School Physics Classroom: A Case Study2017In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed)
    Abstract [en]

    In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely leveraged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher’s and involved students’ perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entrenched culture of traditional white/blackboard use in physics instruction interferes with more technologically innovative and more student-centered instructional approaches that leverage the IWB’s unique instructional potential. Furthermore, we found that the teacher’s confidence in the mastery of the IWB plays a crucial role in the teacher’s willingness to transfer agency within the lesson to the students.

  • 2.
    Heijkenskjöld, Filip
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Edvardsson, Bengt
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Theoretical Astrophysics.
    Marcus, Lundberg
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Theoretical Chemistry.
    Aktiva studenter gör demonstrationsexperiment (1)2017Conference paper (Other academic)
    Abstract [sv]

    Aktiva studenter gör demonstrationsexperiment

    Filip Heijkenskjöld, Institutionen för fysik och astronomi avd. Fysikens didaktik

    Bengt Edvardsson, Institutionen för fysik och astronomi, avd. Astronomi

    Marcus Lundberg, Institutionen för kemi - Ångström, Teoretisk kemi

    Sammanfattning

    Projektet avser att aktivera studenterna och gör dem till deltagande aktörer i föreläsningarna genom att ge studenterna ansvar för att designa sina egna experiment som kan visa på centrala begrepp inom fysiken. Studenterna får använda ett mätverktyg (IOLab) för att enkelt kunna experimentera och samla in data. För information om IOLab se http://www.iolab.science

    Vi låter studenterna i kursen 1KB302, Fysik för kemister, ta ansvar för en del av undervisningen. De väljer själva ut vad de vill illustrera med experiment. Studenterna bidrar med var sitt ca 5 minuter långt demonstrationsexperiment och deltar i en efterföljande diskussion på 10 minuter. Efter godkänd insats får de en tentamensdel godkänd. Detta ökar studenternas engagemang och även kopplingen till andra kurser som studeras inom programmen.

  • 3.
    Heijkenskjöld, Filip
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Edvardsson, Bengt
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Theoretical Astrophysics.
    Lundberg, Marcus
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Theoretical Chemistry.
    Aktiva studenter gör demonstrationsexperiment (2)2017Conference paper (Other academic)
    Abstract [sv]

    Aktiva studenter gör demonstrationsexperiment

    Filip Heijkenskjöld, Institutionen för fysik och astronomi avd. Fysikens didaktik

    Bengt Edvardsson, Institutionen för fysik och astronomi, avd. Astronomi

    Marcus Lundberg, Institutionen för kemi - Ångström, Teoretisk kemi

    Sammanfattning

    Projektet avser att aktivera studenterna och gör dem till deltagande aktörer i föreläsningarna genom att ge studenterna ansvar för att designa sina egna experiment som kan visa på centrala begrepp inom fysiken. Studenterna får använda ett mätverktyg (IOLab) för att enkelt kunna experimentera och samla in data. För information om IOLab se http://www.iolab.science

    Vi låter studenterna i kursen 1KB302, Fysik för kemister, ta ansvar för en del av undervisningen. De väljer själva ut vad de vill illustrera med experiment. Studenterna bidrar med var sitt ca 5 minuter långt demonstrationsexperiment och deltar i en efterföljande diskussion på 10 minuter. Efter godkänd insats får de en tentamensdel godkänd. Detta ökar studenternas engagemang och även kopplingen till andra kurser som studeras inom programmen.

  • 4.
    Gregorcic, Bor
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Bodin, Madelen
    Department of Science and Mathematics Education, Umeå University, Sweden.
    Algodoo: A Tool for Encouraging Creativity in Physics Teaching and Learning2017In: Physics Teacher, ISSN 0031-921X, E-ISSN 1943-4928, Vol. 55, no 1, 25-28 p.Article in journal (Refereed)
    Abstract [en]

    Algodoo (http://www.algodoo.com) is a digital sandbox for physics 2D simulations. It allows students and teachers to easily create simulated “scenes” and explore physics through a user-friendly and visually attractive interface. In this paper, we present different ways in which students and teachers can use Algodoo to visualize and solve physics problems, investigate phenomena and processes, and engage in out-of-school activities and projects. Algodoo, with its approachable interface, inhabits a middle ground between computer games and “serious” computer modeling. It is suitable as an entry-level modeling tool for students of all ages and can facilitate discussions about the role of computer modeling in physics.

  • 5.
    Amin, Tamer G.
    et al.
    American University of Beirut, Lebanon.
    Jeppsson, Fredrik
    Linköping University.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Conceptual metaphor and embodied cognition in science education2017Book (Refereed)
  • 6.
    Gregorcic, Bor
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Planinsic, Gorazd
    University of Ljubljana.
    Etkina, Eugenia
    Rutgers University.
    Doing science by waving hands: Talk, symbiotic gesture, and interaction with digital content as resources in student inquiry2017In: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 13, no 2, 020104Article in journal (Refereed)
    Abstract [en]

    In this paper, we investigate some of the ways in which students, when given the opportunity and an appropriate learning environment, spontaneously engage in collaborative inquiry. We studied small groups of high school students interacting around and with an interactive whiteboard equipped with Algodoo software, as they investigated orbital motion. Using multimodal discourse analysis, we found that in their discussions the students relied heavily on nonverbal meaning-making resources, most notably hand gestures and resources in the surrounding environment (items displayed on the interactive whiteboard). They juxtaposed talk with gestures and resources in the environment to communicate ideas that they initially were not able to express using words alone. By spontaneously recruiting and combining a diverse set of meaning- making resources, the students were able to express relatively fluently complex ideas on a novel physics topic, and to engage in practices that resemble a scientific approach to exploration of new phenomena.

  • 7.
    Euler, Elias
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Gregorcic, Bor
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Experiencing Variation and Discerning Relevant Aspects Through Playful Inquiry in Algodoo2017Conference paper (Refereed)
    Abstract [en]

    Educational simulations in physics tend to be designed to help students learn selected concepts and thus are typically limited in their potential for open-ended and creative exploration. We are interested in the educational potential of a simulation environment, Algodoo, which does not address any one specific physics phenomenon, but rather provides a creative platform for users to design their own simulations using basic building blocks (e.g. massless springs, rigid bodies). In this study, we investigate the ways in which the Algodoo software supports the learning of physics concepts when it is used as an open environment for students’ inquiry through a case study of a pair of students using Algodoo for the first time. Our study suggests that Algodoo promotes learning in two main ways. First, not unlike more traditional educational simulations, it makes purposeful variation of relevant physics parameters possible and allows the user to experience variation in multiple ways. Second, in contrast to traditional educational simulations (and more like ‘messy’ real experiments), it requires the user to discern the relevant parameters to be varied.

  • 8.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Good use of a ‘bad’ metaphor: Entropy as disorder2017In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 26, no 3, 205-214 p.Article in journal (Refereed)
    Abstract [en]

    Entropy is often introduced to students through the use of the disorder metaphor. However, many weaknesses and limitations of this metaphor have been identified, and it has therefore been argued that it is more harmful than useful in teaching. For instance, under the influence of the disorder metaphor, students tend to focus on spatial configuration with regard to entropy but disregard the role of energy, which may lead their intuition astray in problem solving. Albeit so, a review of research of students’ ideas about entropy in relation to the disorder metaphor shows that students can use the metaphor in developing a more nuanced, complex view of the concept, by connecting entropy as disorder to other concepts such as microstates and spreading. The disorder metaphor—in combination with other explanatory approaches—can be used as a resource for learning, in giving students an early flavour of what entropy means, so long as we acknowledge its limitations; we can put this “bad” metaphor to good use in teaching.

  • 9.
    Johansson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Learning the right physics: Master’s students’™ negotiations of legitimacy2017Conference paper (Other academic)
    Abstract [en]

    The last years have seen an increase in science education research focused on social identity. Studies of university physics education have used identity frameworks to address issues of gender and equality in transitions to and from University educations. This study highlights the specific situation of physics students starting on an international Master’s programme and the identity negotiations that take place there. With a poststructuralist discourse analytical framework, I analyse negotiations of legitimacy in interviews with first-semester Master’s students. Several themes emerge from the analysis, pointing out negotiations of legitimacy related to discourses about the perceived quality of educations from different universities, the central value of knowledge and ‘smartness’ in physics, and the ranking of different directions of physics along lines of ‘coolness’ or ‘smartness’. This relates to norms about masculinity connected to physics practices. In the ends my study contribute to a picture of a physics education discourse that is still constructing some positions as more ‘valued’ and legitimate than others, on grounds that partly appear unjustified and discriminatory.

  • 10.
    Berge, Maria
    et al.
    Umeå universitet.
    Johansson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Lecture Jokes - a Litmus Test of Physics Discourse?2017Conference paper (Other academic)
    Abstract [en]

    Earlier studies in physics education research have shown the importance of analysing students' processes of ‘becoming a physicist' in a wider sense. For example, it is often expected of physicists to have a kind of ‘authentic intelligence' or ‘smartness', which is generally perceived as male. In this study we contribute to this area of research by analysing an area often forgotten in educational research: humour. Empirically, this study is based on 177 jokes from physics lectures, collected from three different higher education contexts, the US and two Scandinavian countries. With a discourse analytical framework we explore the question of how teacher's jokes in physics lectures portray physics and physicists. In the analysis of the teacher's jokes, physics is constantly constructed as difficult and very advanced, mainly through ironically speaking of it as ‘easy'. Physicists are portrayed as single minded and very passionate, not to say obsessed, about physics. In this study we argue that although none of the jokes were mean the jokes contributed to a discourse that can be perceived as problematic in limiting the conceptions of who a physicist may be.

  • 11.
    Samuelsson, Christopher Robin
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Looking for solutions: University chemistry and physics students interacting with infrared cameras2017Conference paper (Refereed)
    Abstract [en]

    Infrared (IR) cameras can be used to support the learning and understanding of thermodynamics. Previous research shows that the technology enables university physics students to observe otherwise invisible thermal phenomena. In the present study, the focus is extended to the use of IR cameras in an educational chemistry laboratory setting with a comparison to the physics labs. Depending on the communicative actions made to interact with the cameras, different affordances of the IR cameras are accessed. For example, some students compare what they see with the IR camera with their sense of touch. The kinds of actions students make depend on aspects like their disciplinary experience and the discipline of study. Predict-Observe-Explain is used to probe students’ potential actions for interaction with the IR camera. Data is collected by video recording and iterative transcription to find contrasting or shared patterns of interaction across the groups. A multimodal approach to conversation analysis is used to find these patterns. The result shows that the physics and chemistry students use the technology to confirm or disconfirm predictions made, but differ in the coordination of actions to achieve that goal. The physics students move around and use the sense of touch together with IR-camera observations, while the chemistry students focus on IR-camera observations from one perspective alone.

  • 12.
    Etkina, Eugenia
    et al.
    Graduate School of Education, Rutgers University, New Brunswick, New Jersey 08904, USA..
    Gregorcic, Bor
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Vokos, Stamatis
    Department of Physics, California Polytechnic State University, San Luis Obispo, California 93407, USA..
    Organizing physics teacher professional education around productive habit development: A way to meet reform challenges2017In: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 13, no 1, 010107Article in journal (Refereed)
    Abstract [en]

    Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher’s time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher’s habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards “survival” instead of student learning, we propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

  • 13.
    Euler, Elias
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Gregorcic, Bor
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Physics Students' Use of Algodoo in Modeling2017Conference paper (Other academic)
    Abstract [en]

    Electronic devices are ubiquitous in today's society and their inclusion in the classroom alongside traditional laboratory equipment may allow students to interact with physics content in ways that supplement more formal approaches to doing physics. We investigate how one digital tool, Algodoo (a sandbox software with a user-friendly interface that allows users to create simple models of physical phenomena in a quick and intuitive way), promotes communication among students as they complete a physics task using both physical equipment and the Algodoo software on an Interactive WhiteBoard (IWB). While students recreate the physical laboratory setup in Algodoo, they move between physical, ‘semi-formal,’ and formal domains with an expanded set of resources for communication. We show that tracking the information that students transduct into, out of, and within the Algodoo environment is a means of gaining insight into what students consider relevant in a physics context.

  • 14.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Social Semiotics in University Physics Education2017In: Multiple Representations in Physics Education / [ed] Treagust, Duit and Fischer, Cham: Springer, 2017, 95-122 p.Chapter in book (Refereed)
  • 15.
    Dolo, Gilbert
    et al.
    University of Cape Town, South Africa.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Schönborn, Konrad J.
    Linköping University.
    Stimulating and supporting inquiry-based science learning with infrared cameras in South Africa2017In: / [ed] Mike K. Mholo & Carolyn Stevenson-Milln, Bloemfontein, South Africa: AFRICAN SUN MeDIA, 2017, 243-245 p.Conference paper (Other academic)
  • 16.
    Johansson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Studying identity in discourse: From individuals to structure in physics education2017Conference paper (Other academic)
    Abstract [en]

    Recent studies in physics education research have focused on identity to answer questions about equality and gender. Identity is a concept with many definitions, and some approaches to using it may have an extensive focus on the individual’s navigation of already established norms. In my research, I employ a poststructuralist view of identity as constituted in discourse as one way of moving beyond stable binary categories and focusing on the construction of norms in physics education. Drawing from my studies of identity in university-level physics education, I show how discourse analysis enables a detailed study of both individual  negotiations of identity and the dominant discourses structuring individuals’ negotiations. Specific examples include: identity negotiations of students in a course in electromagnetism; the subject positions offered students in the dominant discourse of quantum physics courses; and negotiations of legitimacy among physics Master’s students. In the end, this approach means employing a student-centered perspective on educational systems to explore limitations and possibilities for a diversity of students in attending physics education at the university.

  • 17.
    Patron, Emelie
    et al.
    Linnaeus University.
    Wikman, Susanne
    Linnaeus University.
    Edfors, Inger
    Linnaeus University.
    Johansson-Cederblad, Brita
    Linnaeus University.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Teachers' reasoning: Classroom visual representational practices in the context of introductory chemical bonding2017In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, ISSN 0036-8326, Vol. 101, no 6, 887-906 p.Article in journal (Refereed)
  • 18.
    de Winter, James
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Teaching and Learning Physics2017In: Science Education An International Course Companion / [ed] Keith Taber and Ben Akpan, Sense Publishers, 2017, 311-324 p.Chapter in book (Refereed)
  • 19.
    Haglund, Jesper
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Hultén, Magnus
    Linköping University, Sweden.
    Tension between visions of science education: The case of energy quality in Swedish secondary science curricula2017In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 26, no 3, 323-344 p.Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to contribute to an understanding of how curricular change is accomplished in practice, including the positions and conflicts of key stakeholders and participants, and their actions in the process. As a case, we study the treatment of energy in Swedish secondary curricula in the period 1962–2011 and, in particular, how the notion of energy quality was introduced in the curricula in an energy course at upper secondary school in 1983 and in physics at lower secondary school in 1994. In the analysis, we use Roberts’ two competing visions of science education, Vision I in which school science subjects largely mirror their corresponding academic disciplines and Vision II that incorporates societal matters of science. In addition, a newly suggested Vision III represents a critical perspective on science education. Our analysis shows how Vision II and III aspects of science education have gained importance in curricula since the 1980s, but in competition with Vision I considerations. Energy quality played a central role in providing Vision II and III arguments in the curricular debate on energy teaching. Subsequent educational research has found that Swedish teachers and students struggle with how to relate to energy quality in physics teaching, which we explain as partly due to the tension between the competing visions.

  • 20.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    The disorder metaphor for entropy: Friend or Foe?2017Conference paper (Refereed)
    Abstract [en]

    Entropy is often introduced by use of the disorder metaphor in thermodynamics, but many weaknesses of the metaphor have been identified [1]. By influence of the disorder metaphor, students tend to focus on spatial configuration with regards to entropy but disregard the role of energy in problem solving [2]. There are also many natural phenomena where an entropy increase comes together with increasing visual disorder, such as the formation of liquid crystals. Due to such identified weaknesses, it has been argued that the disorder metaphor for entropy is more harmful than useful and should be avoided in teaching [1]. Another, alternative perspective is to regard the entropy metaphor as a useful resource for students’ development of an intuitive idea of entropy. From this perspective, the goal of teaching is not to eliminate disorder from students’ conceptualisation of entropy, but help them refine the understanding of when it can be useful and when it does not apply [3]. The purpose of the present study is to investigate whether the disorder metaphor can be useful in the teaching of entropy, and – if that is the case – how its weaknesses can be addressed in the teaching practice. Students’ ideas of entropy were probed through open questionnaire items before and after a university course in thermodynamics [4], and through follow-up interviews with pairs of students one year after the course [5]. The majority of students made use of the disorder metaphor in describing what entropy means, both before and after the course. In addition, they tended to develop a more nuanced, complex view of the concept, by connecting entropy as disorder to other microscopic concepts such as microstates and spreading. In the follow-up interviews, although acknowledging that disorder is not a scientific concept, students still found it useful for getting a qualitative understanding of entropy. In general, every metaphor breaks down at one point, where it is no longer useful. When we introduce metaphors in teaching, we have to bring up explicitly how to interpret the compared domains (in this case disorder and entropy) and how they relate to one another, and what limitations the metaphors have [6]. The disorder metaphor – in combination with other explanatory approaches – can be used to give students an early flavour of what entropy means, so long as we acknowledge its limitations.

    1. F. Lambert (2002) J. Chem. Ed. 78 187.
    2. C. Brosseau & J. Viard (1992) Ensen. Cienc. 10 13.
    3. B. D. Geller et al (2014) Am. J. Phys. 82 394.
    4. J. Haglund et al (2015) Chem. Educ. Res. Pract. 16 537.
    5. J. Haglund et al (2016) Chem. Educ. Res. Pract. 17 489.
    6. R. Duit (1991) Sci. Ed. 75 649.
  • 21.
    Haglund, Jesper
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Melander, Emil
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Materials Physics.
    Weiszflog, Matthias
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Applied Nuclear Physics.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    University physics students’ ideas of thermal radiation expressed in open laboratory activities using infrared cameras2017In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 35, no 3, 349-367 p.Article in journal (Refereed)
    Abstract [en]

    Background

    University physics students were engaged in open-ended thermodynamics laboratory activities with a focus on understanding a chosen phenomenon or the principle of laboratory apparatus, such as thermal radiation or a heat pump. Students had access to handheld infrared (IR) cameras for their investigations.

    Purpose

    The purpose of the research was to explore students’ interactions with reformed thermodynamics laboratory activities. It was guided by the research question: How do university physics students make use of IR cameras in the investigation of the interaction of thermal radiation?

    Sample

    The study was conducted with a class of first-year university physics students in Sweden. The interaction with the activities of four of the students was selected for analysis. The four students are males.

    Design and methods

    We used a qualitative, interpretive approach to the study of students’ interaction.  The primary means of data collection was video recording of students’ work with the laboratory activities and their subsequent presentations. The analysis focused on how IR cameras helped students notice phenomena relating to thermal radiation, with comparison to previous research on students’ conceptions of thermal radiation.

    Results

    When using the IR camera students attended to the reflection of thermal radiation on shiny surfaces, such as polished metals, windows or a white-board, and emissive properties of surfaces of different types. In this way, they went beyond using the technology as a temperature probe. Students were able to discuss merits and shortcomings of IR cameras in comparison with digital thermometers.

    Conclusions

    With the help of IR cameras, university physics students attend to thermal phenomena that would otherwise easily go unnoticed.

    The full text will be freely available from 2019-01-03 08:20
  • 22.
    Netzell, Elisabeth
    et al.
    Realgymnasiet, Norrköping.
    Jeppsson, Fredrik
    Linköping University.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Schönborn, Konrad J
    Linköping University.
    Visualising energy transformations in electric circuits with infrared cameras2017In: School Science Review, ISSN 0036–6811, Vol. 98, no 364, 19-22 p.Article in journal (Other (popular science, discussion, etc.))
  • 23.
    Gregorcic, Bor
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    A conceptual blending analysis of student immersive engagement with an interactive whiteboard2016Conference paper (Other academic)
  • 24.
    Etkina, Eugenia
    et al.
    Graduate School of Education, Rutgers University, 10 Seminary Place, New Brunswick, NJ 08901-1183, USA.
    Gregorcic, Bor
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Vokos, Stamatis
    Department of Physics, Seattle Pacific University, Seattle, Washington 98119, USA; Department of Physics, California Polytechnic State University, San Luis Obispo, California 93407, USA.
    A theory-guided research agenda for physics teacher education2016In: 2016 Physics Education Research Conference Proccedings: A Methodological Approach to PER / [ed] Dyan L. Jones, Lin Ding, and Adrienne Traxler, 2016, 116-119 p.Conference paper (Refereed)
    Abstract [en]

    We have proposed a conceptual framework aimed at providing a better understanding and possible improvement of the process of physics teacher formation. Existing literature on teacher preparation suggests that pre-service teachers (PSTs) learn best when they are immersed in a community, which shares a common vision of what good teaching entails, and helps PSTs develop requisite knowledge, skills, and dispositions consistent with that vision. However, the time pressures and complexities of the teaching profession are such that a teacher cannot afford multiple considerations and deliberations with oneself before every decision. We therefore suggest that good teacher preparation programs should, in addition to the requisite knowledge, skills and dispositions, strive to develop in PSTs productive habits (spontaneous responses to situational cues). In this paper, we propose a research agenda for testing the proposed framework in the context of physics teacher preparation. The agenda revolves around examples of teaching habits that illustrate the unique character of physics teaching.

  • 25.
    Johansson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Analysing discourse and identity in physics education: Methodological considerations2016Conference paper (Other academic)
    Abstract [en]

    Physics education research has for a long time primarily been concerned with helping students to learn physics and to "think like a physicist". The results I present here contribute to the emerging subfield where students' identity development is analyzed to explore processes of "becoming a physicist" in a wider sense. Drawing on sociocultural theories and methodologies, and specifically analyzing identity and discourse, I focus on what happens when students with different outlooks on physics encounter advanced physics courses. A discourse analytical framework allows me and my colleagues to inquire into the messages about "who one should be as a physicist", communicated to students during courses. This enables a discussion of what physicist identities are made available to physics students. I argue that focusing on these social aspects of physics learning contributes to a better and more inclusive physics education that may also attract a more diverse student body.

  • 26.
    Johansson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Analyzing discourse and identity in physics education: Methodological considerations2016In: 2016 Physics Education Research Conference Proceedings / [ed] Dyan L. Jones, Lin Ding, and Adrienne L. Traxler, American Association of Physics Teachers , 2016, 180-183 p.Conference paper (Refereed)
    Abstract [en]

    Physics Education Research has for a long time primarily been concerned with helping students to learn physics and to “think like a physicist.” This paper explores the emerging subfield where students’ identity development is analyzed to examine processes of “becoming a physicist” in a wider sense. Drawing on sociocultural theories and methodologies, and specifically analyzing identity and discourse, I focus on what happens when students with differing outlooks on physics encounter advanced physics courses. A discourse analytical framework allows one to inquire into the messages about “who one should be as a physicist” communicated to students during courses. This enables a discussion of what physicist identities are made possible for physics students. In this way, a discourse perspective can be one way of analyzing identities in physics without taking the norms of the discipline for granted.

  • 27.
    Samuelsson, Robin
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Användning av värmekameror vid öppna laborationer2016Conference paper (Other academic)
    Abstract [sv]

    Värmerelaterade fenomen och studiet av dem i termodynamik framstår ofta som abstrakta för studenter. Undervisningen bygger typiskt på algebraisk problemlösning och studenter har svårt att se kopplingen till fenomenen. Värmekameror ger dock en möjlighet att se sådana fenomen, som vi tidigare har närmat oss med vårt trubbiga känselsinne, och lämpar sig därigenom väl för undersökande arbetssätt vid laborationer. Mot bakgrund av ett utvecklingsarbete att designa om en inledande universitetskurs i kemi i riktning mot mer studentaktivt lärande och öppnare laborationer utgår vi från följande forskningsfråga: Hur kan kemistudenter använda värmekameror vid öppna laborationer om lösningsentalpi? Studenternas laborationsuppgift var att mäta temperaturändringar då natriumnitrat, respektive natriumhydroxid löses i vatten, en exoterm och en endoterm process, och beräkna salternas lösningsentalpi. Som metod för datainsamling videofilmades studenter då de arbetade parvis med laborationen, och deras laborationsanteckningar fotograferades.  Några par valdes ut för att studera samma reaktioner med hjälp av en värmekamera, och tunnare plastkoppar, vilket gör att stora lokala temperaturändringar kan uppstå där salterna reagerar med vattnet. De utvalda studenterna observerade dessutom med värmekameror vad som sker då koksalt strös på en isbit. Prelimära resultat visar att studenterna med värmekameran kunde se en temperaturökning på uppemot 50 °C på utsidan av koppen lokalt där natriumhydroxid reagerar med vatten. De diskuterade detta i termer av en felkälla för sina kalorimetriska beräkningar. De hade hypotesen att lösning av natriumnitrat i en tunn plastkopp skulle leda till en mindre temperaturminskning än då de själva använde en tjockare frigolitkopp, med fokus på lösningens temperatur, mer än på temperaturen på utsidan av koppen. Studenterna förutspådde att isen skulle smälta då den beströddes med koksalt och att temperaturen skulle öka eller vara konstant. De var förvånade över att istället se en kraftig temperaturminskning, och varierade i djup i sina förklaringar av denna endoterma process.

  • 28.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Changing to Teaching and Learning in English2016Conference paper (Other academic)
    Abstract [en]

    Abstract

    In this presentation I give some of the background to my work in Language choice in higher education and present research on learning in English, teaching in English and disciplinary differences in the attitudes to English language use. The presentation ends with a summary of factors involved in language choice in order to facilitate a discussion amongst faculty about language choice in training courses for university staff.

  • 29.
    Gregorcic, Bor
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Conceptual Blending: An Analytical Framework for Immersive Computer-Supported Learning2016Conference paper (Other academic)