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  • 1. Adawi, Tom
    et al.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Physics didactics. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    What's Hot and What's Not: A Phenomenographic Study of Lay Adults' Conceptions of Heat and Temperature.2005In: 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus., 2005Conference paper (Refereed)
  • 2.
    Adawi, Tom W.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    From Branes to Brains: On M-theory and Understanding Thermodynamics2002Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis is concerned with research in both physics and physics education, and is divided into two parts.

    Part I

    String theory has been the leading candidate over the past few years for a theory that unifies all the fundamental forces of nature. The fundamental objects are one-dimensional strings whose vibrational modes should correspond to the usual elementary particles. However, the recent discovery of the profound role played by extended solitonic objects in string theory, referred to as p-branes, has questioned the foundational position of the string itself. A key ingredient in these developments is the notion of duality, a symmetry which provides a handle on non-perturbative physics. As a result, all five string theories, as well as eleven-dimensional supergravity, are but special limits of a conjectural theory, referred to as M-theory. In this part of the thesis, various aspects of p-branes with relevance for M-theory are investigated. Special emphasis is given to the interpretation of p-branes as solitons. Furthermore, some of the features of the superembedding approach to describe p-brane dynamics are examined.

    Part II

    There is now a consensus among educational researchers that it is essential to gain a better understanding of how people understand key concepts in physics in order to improve teaching and learning in physics. This part of the thesis reports on a phenomenographic study investigating the qualitatively different ways in which lay adults, taking an introductory overview course in physics, understand the concepts of heat and temperature. Implications for teaching the topics in higher education forms an essential component of the analysis. This is followed by a theoretical component that draws on the empirical analysis as a contribution to the development of the notion of context in phenomenographic research.

  • 3.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Physics Education Research.
    Can you teach it in English? The Language Choice Debate in Swedish Higher Education.2004In: Integrating Content and Language: meeting the challenge of a multilingual higher education: proceedings of the ICL Conference, October 23-25 2003 / [ed] Robert Wilkinson, Maastricht: Universitaire Pers Maastricht , 2004, p. 97-108Conference paper (Refereed)
  • 4.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Physics Education Research.
    När undervisningsspråket blir engelska2006In: Språkvård, ISSN 0038-8440, no 4, p. 20-25Article in journal (Other academic)
    Abstract [sv]

    Engelska blir vanligare och vanligare som undervisningsspråk i högre utbildning. Vad händer med ämnesinlärningen när undervisningsspråket blir engelska? John Airey har undersökt svenska fysikstudenter. Det behövs många goda råd för att undervisningen ska fungera.

  • 5.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Physics Students' Experiences of the Disciplinary Discourse Encountered in Lectures in English and Swedish2006Licentiate thesis, monograph (Other scientific)
  • 6.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikundervisningens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Teaching University Courses through the Medium of English: The current state of the art.2003In: Didaktikens mångfald Vol. 1, 2003, p. 11-18Conference paper (Other academic)
  • 7.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Domert, Daniel
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Representing disciplinary knowledge? Understanding students' experience of the equations presented to them in physics lectures2006In: EARLI SIG2 Conference, Text and Graphics Representations, University of Nottingham, England, 2006Conference paper (Refereed)
  • 8.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Disciplinary learning in a second language: A case study from university physics.2007In: 12th European Conference for Research on Learning and Instruction, Budapest, Hungary, 2007Conference paper (Refereed)
  • 9.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Department of Human Sciences, University of Kalmar.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Department of Physics, University of the Western Cape, Cape Town, South Africa..
    Disciplinary learning in a second language: A case study from university physics2007In: Researching Content and Language Integration in Higher Education / [ed] Wilkinson, Robert and Zegers, Vera, Maastricht: Maastricht University Language Centre , 2007, p. 161-171Chapter in book (Refereed)
    Abstract [en]

    There is a popular movement within Swedish universities and university colleges towards delivery of courses and degree programmes through the medium of English. This is particularly true in natural science, engineering and medicine where such teaching has been commonplace for some time. However, the rationale for using English as the language of instruction appears to be more a pragmatic response to outside pressures rather than a conscious educational decision. This situation has recently been challenged with the publication of the report of the Parliamentary Committee for the Swedish Language, Mål i Mun, which discusses the effects of so called domain losses to English.

     

    This paper gives an overview of the continuing debate surrounding teaching through the medium of English, and examines some of the research carried out in this area. In contrast to the wealth of studies carried out in the pre-university school world, very few studies have been identified at university level. One conclusion is that little appears to be known about what goes on when Swedish university students are taught in English by Swedish lecturers. The paper concludes by suggesting a number of research questions that need to be addressed in order to better understand this area. This paper will be of interest to anyone who teaches, or plans to teach, university subjects through the medium of English.

  • 10.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Language and the Experience of Learning University Physics in Sweden2006In: European journal of physics, ISSN 0143-0807, E-ISSN 1361-6404, Vol. 27, no 3, p. 553-560Article in journal (Refereed)
    Abstract [en]

    This qualitative study explores the relationship between the lecturing language (English or Swedish) and the related learning experiences of 22 undergraduate physics students at two Swedish universities. Students attended lectures in both English and Swedish as part of their regular undergraduate programme. These lectures were videotaped and students were then interviewed about their learning experiences using selected excerpts of the video in a process of stimulated recall. The study finds that although the students initially report no difference in their experience of learning physics when taught in Swedish or English, there are in fact some important differences which become apparent during stimulated recall. The pedagogical implications of these differences are discussed.

  • 11.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikundervisningens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikundervisningens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Language, Bandwidth and the Shared Space of Learning2004In: EARLI SIG 9 Conference, Phenomenography and Variation Theory Go to School, Göteborg, Sweden, 2004Conference paper (Other academic)
  • 12.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Languages, Modality and Disciplinary Knowledge.2006In: 2nd International Conference on Integrating Content and Language in Higher Education. University of Maastricht, Maastricht, Netherlands., 2006Conference paper (Refereed)
  • 13.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Learning in a Second Language. Two Case Studies from University Physics.2006In: 2nd International Conference on Integrating Content and Language in Higher Education. University of Maastricht, Maastricht, Netherlands., 2006Conference paper (Refereed)
  • 14.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikundervisningen didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikundervisningen didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Looking for Links between Learning and the Discursive Practices of University Science.2005In: 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus., 2005Conference paper (Refereed)
  • 15.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Conference as examination: Meeting a professional scientist culture2008Conference paper (Other academic)
  • 16.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Hur tänker studenterna? Växelspelet mellan individer och utbildningsdiskursen.2008Other (Other academic)
  • 17.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    När vardagen möter fysikundervisningen2008Conference paper (Other (popular science, discussion, etc.))
  • 18.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Fysikens didaktik.
    Using Historical Collections when Teaching a Broadened Science Curriculum.2007In: International Workshop on Historic Scientific Instrument Collections in the University, Oxford, Mississippi, 2007Conference paper (Refereed)
  • 19. Buck, Peter
    et al.
    Goedhart, Martin
    Gräber, Wolfgang
    Kaper, Wolter
    Koballa, Tom
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikundervisningens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Marton, Ference
    Schwedes, Hannelore
    Spiliotopoulou, Vassiliki
    Tsagliotis, Nektarios
    Vogelezang, Michiel
    On the methodology of 'phenomenography' as a science education research tool2003In: Science Education Research in the Knowledge-Based Society, Kluwer Academic Publishers , 2003, p. 31-41Chapter in book (Other academic)
  • 20.
    Clark, Jonathan
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics.
    Change in Science Teaching: Lessons from a South African Township Classroom2006Book (Refereed)
  • 21.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Kvinnliga fysikstudenter tar avstånd från femininitet.2007In: Fysikaktuellt, ISSN 0283-9148, Vol. Maj, no 2, p. 10-Article in journal (Other (popular science, discussion, etc.))
  • 22.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    The gendered doing of physics: a conceptual framework and its application for exploring undergraduate physics students' identity formation in relation to laboratory work2007Licentiate thesis, monograph (Other scientific)
  • 23.
    Danielsson, Anna
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Kung, Rebecca
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Female Physics Majors' Experiences of Doing University Laboratory Work.2005In: American Association of Physics Teachers Summer Meeting, Salt Lake City, Utah., 2005Conference paper (Other scientific)
  • 24.
    Danielsson, Anna
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Doing physics/doing gender: The gendered identity formation of physics students in relation to laboratory work.2007In: Gender and Education Association Conference, Dublin, 2007Conference paper (Refereed)
  • 25.
    Danielsson, Anna
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Gendered identities in the physics student laboratory.2006In: The Gender and Science and Technology 12th International Conference, Brighton, England., 2006Conference paper (Refereed)
  • 26.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Martinson, Indrek
    Anna Beckman och hennes vetenskapliga gärning2006In: Kosmos, ISSN 978-91-86992-15-6Article in journal (Other (popular science, discussion, etc.))
  • 27. Danielsson, Ulf H.
    et al.
    Domert, Daniel
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Olsson, Martin E.
    Puzzles and resolutions of information duplication in de Sitter space2003In: Physical Review D, Vol. 68Article in journal (Refereed)
  • 28.
    Domert, Daniel
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics.
    An exploration of abstract physics in the spirit of the scholarship of teaching2005Licentiate thesis, monograph (Other scientific)
  • 29.
    Domert, Daniel
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Explorations of University Physics in Abstract Contexts: From de Sitter Space to Learning Space2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This is a thesis which contributes to research in two different fields: theoretical physics and physics education research. The common link between these two research areas is that both involve explorations of abstract physics and mathematical representations, but from different perspectives.

    The first part of this thesis is situated in theoretical physics. Here a cosmological scenario is explored where a de Sitter phase is replaced with a phase described with a scale factor a(t) ~ tq, where 1/3<1. This scenario could be viewed as an inflationary toy model, and is shown to open up the possibility of an information paradox. This potential paradox is resolved even in the worst case scenario by showing that the time scales involved for such a paradox to occur is of the order of magnitude of the recurrence time for the de Sitter space.

    The second part of this thesis is situated in physics education research. A number of learning situations that are experienced as abstract by students are explored: probability in one dimensional quantum tunnelling; the mindsets that students adopt towards understanding physics equations used in typical teaching scenarios; and what students focus on when presented with physics equations. The results for the quantum scattering study are four phenomenographic categories of description, for the mind sets study, six epistemological components of mindsets and for the focus on physics equations study, three foci creating five levels of increasing complexity of ways of experiencing physics equations.  Pedagogical implications of these results are discussed.

    List of papers
    1. Puzzles and resolutions of information duplication in de Sitter space
    Open this publication in new window or tab >>Puzzles and resolutions of information duplication in de Sitter space
    2003 (English)In: Physical Review D, Vol. 68Article in journal (Refereed) Published
    Identifiers
    urn:nbn:se:uu:diva-95109 (URN)
    Available from: 2006-11-02 Created: 2006-11-02 Last updated: 2009-04-07Bibliographically approved
    2. Probability as a conceptual hurdle to understanding one-dimensional quantum scattering and tunneling
    Open this publication in new window or tab >>Probability as a conceptual hurdle to understanding one-dimensional quantum scattering and tunneling
    2005 (English)In: European Journal of Physics, Vol. 26, p. 47-59Article in journal (Refereed) Published
    Identifiers
    urn:nbn:se:uu:diva-95110 (URN)
    Available from: 2006-11-02 Created: 2006-11-02 Last updated: 2009-04-07Bibliographically approved
    3. Representing disciplinary knowledge? Understanding students' experience of the equations presented to them in physics lectures
    Open this publication in new window or tab >>Representing disciplinary knowledge? Understanding students' experience of the equations presented to them in physics lectures
    2006 (English)In: EARLI SIG2 Conference, Text and Graphics Representations, University of Nottingham, England, 2006Conference paper, Oral presentation with published abstract (Refereed)
    National Category
    Natural Sciences
    Identifiers
    urn:nbn:se:uu:diva-95111 (URN)
    Conference
    EARLI SIG-2 2006 biennal meeting. University of Nottingham. 30 august - 1 september, 2006, Nottingham, UK
    Available from: 2006-11-02 Created: 2006-11-02 Last updated: 2017-01-25Bibliographically approved
    4. An exploration of university physics students' epistemological mindsets towards the understanding of physics equations
    Open this publication in new window or tab >>An exploration of university physics students' epistemological mindsets towards the understanding of physics equations
    2007 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 3, no 1, p. 15-28Article in journal (Refereed) Published
    Abstract [en]

    Students’ attitudes and beliefs about learning have been shown to affect learning outcomes. Thisstudy explores how university physics students think about what it means to understand physicsequations. The data comes from semi-structured interviews with students from three Swedish univer-sities. The analysis follows a data-based, inductive approach to characterise students’ descriptions ofwhat it means to understand equations in terms of epistemological mindsets (perceived critical attri-butes of a learning, application, or problem-solving situation that are grounded in epistemology). Theresults are given in terms of different components of students’ epistemological mindsets. Relationsbetween individuals and sets of components as well as differences across various stages of students’academic career are then explored. Pedagogical implications of the findings are discussed and tenta-tive suggestions for university physics teaching are made.

    National Category
    Physical Sciences
    Research subject
    Physics with specialization in Physics Education
    Identifiers
    urn:nbn:se:uu:diva-12892 (URN)
    Available from: 2008-01-23 Created: 2008-01-23 Last updated: 2017-12-11Bibliographically approved
  • 30.
    Domert, Daniel
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Lippmann Kung, Rebecca
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    An exploration of university physics students' epistemological mindsets towards the understanding of physics equations2007In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 3, no 1, p. 15-28Article in journal (Refereed)
    Abstract [en]

    Students’ attitudes and beliefs about learning have been shown to affect learning outcomes. Thisstudy explores how university physics students think about what it means to understand physicsequations. The data comes from semi-structured interviews with students from three Swedish univer-sities. The analysis follows a data-based, inductive approach to characterise students’ descriptions ofwhat it means to understand equations in terms of epistemological mindsets (perceived critical attri-butes of a learning, application, or problem-solving situation that are grounded in epistemology). Theresults are given in terms of different components of students’ epistemological mindsets. Relationsbetween individuals and sets of components as well as differences across various stages of students’academic career are then explored. Pedagogical implications of the findings are discussed and tenta-tive suggestions for university physics teaching are made.

  • 31.
    Domert, Daniel
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikundervisningen didaktik.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikundervisningen didaktik.
    Probability as a Conceptual Hurdle to Understanding One-Dimensional Quantum Tunneling2005In: American Association of Physics Teachers Summer Meeting, Salt Lake City, Utah, 2005Conference paper (Other scientific)
  • 32.
    Domert, Daniel
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Ingerman, Åke
    Probability as a conceptual hurdle to understanding one-dimensional quantum scattering and tunneling2005In: European Journal of Physics, Vol. 26, p. 47-59Article in journal (Refereed)
  • 33.
    Dominicus, Liselott
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics Education Research.
    The Scholarship of Teaching and Learning: A Study of the Crafting of Teaching Practice in University Physics2006Licentiate thesis, monograph (Other scientific)
  • 34.
    Dominicus, Liselott
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Situating the Scholarship of Teaching and Learning in University Physics.2005In: International Society for the Scholarship of Teaching and Learning Conference, Vancouver, Canada., 2005Conference paper (Refereed)
  • 35.
    Falk, Johan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Students' depictions of quantum mechanics: a contemporary review and some implications for research and teaching2007Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis presents a comprehensive review of research into students’ depictions of quantum mechanics. A taxonomy to describe and compare quantum mechanics education research is presented, and this taxonomy is used to highlight the foci of prior research. A brief history of quantum mechanics education research is also presented. Research implications of the review are discussed, and several areas for future research are proposed. In particular, this thesis highlights the need for investigations into what interpretations of quantum mechanics are employed in teaching, and that classical physics – in particular the classical particle model – appears to be a common theme in students’ inappropriate depictions of quantum mechanics. Two future research projects are presented in detail: one concerning interpretations of quantum mechanics, the other concerning students’ depictions of the quantum mechanical wave function.This thesis also discusses teaching implications of the review. This is done both through a discussion on how Paper 1 can be used as a resource for lecturers and through a number of teaching suggestions based on a merging of the contents of the review and personal teaching experience.

  • 36.
    Falk, Johan
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikundervisningen didaktik.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikundervisningen didaktik.
    Towards a Concept Inventory for One-Dimensional Quantum Mechanics2005In: American Association of Physics Teachers Summer Meeting, Salt Lake City, Utah, 2005Conference paper (Other scientific)
  • 37. Fraser, D.
    et al.
    Allison, S.
    Coombes, H.
    Linder, C.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. fysikens didaktik.
    Learning Through Variation in Chemical Engineering2004In: Proceedings of the 7th UICEE Annual Conference on Engineering Education, 2004Conference paper (Refereed)
  • 38. Fraser, D.
    et al.
    Linder, C.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikundervisningen didaktik.
    Redesign of a Simulation Exercise for Engineering Students using Variation Theory2004In: EARLI SIG 9 Conference, Phenomenography and Variation Theory Go to School, Göteborg, Sweden, 2004Conference paper (Other scientific)
  • 39. Fraser, D.
    et al.
    Linder, C.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Pang, M.F.
    Learning through variation, Part 1: A pedagogical tool2004In: Proceedings of the 12th Annual Conference of the South African Association for Research in Mathematics, Science and Technology Education, 2004Conference paper (Refereed)
  • 40. Fraser, D.M.
    et al.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikundervisningen didaktik.
    Learning through variation: A new way to view learning2005In: 7th World Congress of Chemical Engineering, Glasgow, 2005Conference paper (Refereed)
  • 41.
    Fraser, Duncan
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Learning Through Computer Simulation.2006In: SEFI (European Society for Engineering Education) 34th Annual Conference, Uppsala, Sweden, 2006Conference paper (Refereed)
  • 42.
    Fraser, Duncan
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Learning through Variation: A New Way to View Learning.2006In: SEFI (European Society for Engineering Education) 34th Annual Conference, Uppsala, Sweden., 2006Conference paper (Refereed)
  • 43. Holtman, L.
    et al.
    Marshall, D.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Widening (Epistemological) Access: Two Undergraduate Science Courses.2004In: Curriculum Responsiveness - case studies in higher education, 2004, p. p.185-216Chapter in book (Refereed)
  • 44. Ingerman, Å.
    et al.
    Linder, C.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikundervisningens didaktik.
    Marshall, D.
    Learning focuses in physics simulation learning contexts.2004In: Proceedings of the 12th Annual Conference of the South African Association for Research in Mathematics, Science and Technology Education, 2004Conference paper (Other scientific)
  • 45. Ingerman, Å
    et al.
    Linder, C.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikundervisningen didaktik.
    Marshall, D.
    Booth, S.
    Towards identifying instances of learning using experienced variation of presentation and representation as an analytical tool - looking at learning physics in computer simulation sessions2004In: EARLI SIG 9 Conference, Phenomenography and Variation Theory Go to School, Göteborg, Sweden, 2004Conference paper (Other scientific)
  • 46. Ingerman, Åke
    et al.
    Booth, Shirley
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Learning physics as a whole: On supporting students making sense of their studies2007In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 7, no 2/07, p. 163-174Article in journal (Refereed)
    Abstract [en]

    How do students in a university degree programme make sense of their situation, and how can we asteachers support them in seeing their learning as a whole in relation to their main subject physics?This question is discussed first in relation to an empirical investigation of students’ ways of makingsense of their study situation, and secondly draws on experience from two attempts to address is-sues emerging from that investigation. Based on the results we identify issues that potentially needaddressing in many science and engineering programmes that are organised around a set of coursesgiven by subject specialists and where students’ choices of courses are limited. These issues primarilyconcern the authority for learning, the development of a “physics knowledge object” as a programmegoal, and the risk that students ended up only focussing on features of the courses’ organisation togive meaning to their studies. Finally, we discuss ways to support students’ sense making, as a processof learning for the “college of teachers” in such programmes.

  • 47. Ingerman, Åke
    et al.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Marshall, Delia
    Booth, Shirley
    Learning and the variation in focus among physics students when using a computer simulation2007In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 3, no 1, p. 3-14Article in journal (Refereed)
    Abstract [en]

    This article presents a qualitative analysis of the essential characteristics of university students’ “focusof awareness” whilst engaged with learning physics related to the Bohr model with the aid of a com-puter simulation. The research is located within the phenomenographic research tradition, with empi-rical data comprising audio and video recordings of student discussions and interactions, supplemen-ted by interviews. Analysis of this data resulted in descriptions of four qualitatively distinct focuses:Doing the Assignment, Observing the Presentation, Manipulating the Parameters and Exploring thePhysics. The focuses are further elucidated in terms of students’ perceptions of learning and the natureof physics. It is concluded that the learning outcomes possible for the students are dependent on thefocus that is adopted in the pedagogical situation. Implications for teaching physics using interactive-type simulations can be drawn through epistemological and meta-cognitive considerations of thekind of mindful interventions appropriate to a specific focus.

  • 48.
    Johannsen, Bjørn Friis
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Attrition in University Physics: a narrative study of individuals reacting to a collectivist environment2007Licentiate thesis, monograph (Other scientific)
  • 49.
    Johansson, Anders
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Hussénius, Anita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Danielsson, Anna
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Reaching out across epistemological borders2016Conference paper (Refereed)
  • 50.
    Kung, Rebecca
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics Education Research.
    Teaching the concepts of measurement: An example of a concept-based laboratory course.2005In: American Journal of Physics, Vol. 73, no 8, p. 771-777Article in journal (Refereed)
12 1 - 50 of 68
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