<p>The purpose of this project is to examine the development of the upper secondary school physics course and from this get a better understanding why the course is organized the way it is today. The timeless argument for studying science in school will begin this essay. After that the reader will be aware of when important discoveries in physics were made. Then school history is presented. In this part we are told when the first school started in Sweden, but the focus lies on the upper secondary school and the physics course. The last part studies the history of physics courses in Sweden. Here the syllabus from year 1561 to year 2000 are very important. The method I have used in this piece of work is therefore text analyses.</p><p>Some major results are difficult to achieve in this type of essay. The main goal with this project is to give the reader a better historical view of the physics courses in school. This project can also give teachers and teacher students a wider perspective, both a time perspective and a perspective on physics as a subject.</p><p>Keywords: the physics subject, upper secondary school, history, syllabus</p>

The purpose of this project is to examine the development of the upper secondary school physics course and from this get a better understanding why the course is organized the way it is today. The timeless argument for studying science in school will begin this essay. After that the reader will be aware of when important discoveries in physics were made. Then school history is presented. In this part we are told when the first school started in Sweden, but the focus lies on the upper secondary school and the physics course. The last part studies the history of physics courses in Sweden. Here the syllabus from year 1561 to year 2000 are very important. The method I have used in this piece of work is therefore text analyses. Some major results are difficult to achieve in this type of essay. The main goal with this project is to give the reader a better historical view of the physics courses in school. This project can also give teachers and teacher students a wider perspective, both a time perspective and a perspective on physics as a subject. Keywords: the physics subject, upper secondary school, history, syllabus

Denna kunskapsöversikt har i syfte att undersöka varför elever i grundskolan ser på fysikämnet som mindre meningsfullt än de andra NO-ämnena och hur kan man som lärare skapa mening för ämnet, vilket också är frågeställningen som detta arbete ämnar att besvara. Metoden är byggd på informationshämtning av kvalitativ natur då den handlar om elevers uppfattningar kring fysiken genom både informationssökning i vetenskapliga artiklar och läroplanen som behandlar frågeställningen i syfte att bekräfta om fysikämnet upplevs mer meningslöst hos elever och hur mening kan skapas för ämnet. Slutsatserna jag drar från de artiklar jag undersökt är några olika faktorer där ofta elever tappar lusten för NO-ämnena som helhet och har svårt att återfå den lusten i äldre årskurser samt att många lärare i grundskolan känner sig självsäkra i sin undervisning men hade velat ha mer teoretisk grund för fysikämnet samt att fysik-undervisningen ofta inte kopplas till elevernas verklighet. / The purpose of this knowledge overview is to investigate why students in elementary school see the subject of physics as less meaningful than the other science subjects and how you as a teacher can create purpose for the subject, which is also the question that this study intends to answer. The method is based on information retrieval of a qualitative nature as it deals with students' perceptions of physics through both information gathering in scientific articles and the curriculum that deals with the question of the study in order to confirm whether the physics subject is perceived as more meaningless by students and how meaning can be created for the subject. The conclusions I draw from the articles I researched are a few different factors where often students lose interest in the science subjects as a whole and find it difficult to regain that interest in older grades and that many primary school teachers feel confident in their teaching but would have liked a more theoretical basis for the subject of physics and that physics teaching is often not connected to the students' reality.