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Denna studie syftar till att undersöka potentialen i distanslaborationer. Möjligheten till att laborera på distans kan vara en viktig del av undervisningen då man av olika skäl inte kan vara fysiskt närvarande i en laborationssal. På grund av covid-19 var universiteten i Sverige mestadels stängda för studenter under perioden vt-20 till vt-21. Studenterna fick då istället delta i undervisningen från sina hem. I denna studie har både studenter och laborationshandledare intervjuats om deras erfarenheter av distanslaborationer som de hade under den här perioden. De intervjuade studenterna studerade för en kandidatexamen i fysik och de undersökta laborationerna ingick i kurserna Mekanik KF och Kvantfysik. Resultatet visar på områden som blir särskilt viktiga vid en distanslaboration. Det tydligaste området var delaktighet. De distanslaborationer där studenterna var mest delaktiga var de laborationer de mindes bäst och som de ofta tyckte var roligast att utföra. Vid distansstudier blir även grupparbetet särskilt värdefullt. Det kan vara en god idé att lägga till samarbete mellan olika laborationsgrupper eftersom distansstudier innebär att man förlorar kontakten med andra studenter som man annars träffar i labbrummet. Arbetsbördan på laborationshandledare tenderar att öka vid distanslaborationer. Orsakerna kan vara att studenterna inte har samma möjlighet att hjälpa varandra eller att labbhandledarna inte kan se när studenterna fastnar i en uppgift och inte kan ge direkt feedback. Dessutom kan labbhandledarna behöva ställa in all utrustning i förväg och kan också behöva vara närvarande när varje grupp av studenter utför laborationen individuellt. Därför bör man om möjligt använda fler laborationshandledare jämfört med vanliga laborationer. För att få välfungerande laborationer på distans kan det vara en god idé att förnya laborationerna utifrån kursmål och begrepp snarare än att anpassa befintliga laborationer. Om laboratorieutrustning som är okänd för studenterna används bör den dokumenteras och dokumentationen bör ges till studenterna så att de får en uppfattning om dess funktioner i förväg. Med ovanstående råd kan en distanslaboration vara välfungerande både för studenter och laborationshandledare. Beroende på målen med laborationen kan även en distanslaboration bli ett kompletterande inslag i en kurs även då man fysiskt har möjlighet att vara på plats. / This study aims to investigate the potential of distance labs. The possibility of remote labs can be an important part of teaching when, for various reasons, one cannot be physically present in a lab room. Due to Covid-19, universities in Sweden were mostly closed to students in the period from vt-20 to vt-21. Students had to attend classes from their homes instead. In this study, both students and lab supervisors were interviewed about their experiences of distance labs they had during this period. The interviewed students were studying for a bachelor's degree in physics and the investigated labs were part of the courses Mechanics KF and Quantum Physics. The results show areas that become particularly important in a distance lab. The most obvious area was participation. The distance labs in which the students were most involved were the labs they remembered best and often found the most fun to do. In distance learning, group work also becomes particularly valuable. It may be a good idea to add collaboration between different lab groups since, distance learning means losing contact with other students that you otherwise meet in the lab room. The workload of lab supervisors tends to increase with distance labs. The reasons may be that students do not have the same opportunity to help each other or that lab supervisors cannot see when students get stuck on a task and cannot give direct feedback. Furthermore, the lab supervisors may need to set up all equipment in advance and may also need to be present when each group of students performs the lab individually. Therefore, if possible, more lab supervisors should be used compared to regular labs. In order to have well-functioning distance labs, it may be a good idea to renew the labs based on course objectives and concepts rather than adapting existing labs. If lab equipment unknown to the students is used, it should be documented and the documentation should be given to the students to give them an idea of its functions in advance.  With the above advice, a distance lab could work well for both students and lab supervisors. Depending on the goals of the lab, a distance lab could also be a complementary element of a course even when physically possible to be on site.

This study examined the use of ranking task exercises in physics as a means to elicit student's quantitative and/or qualitative understanding of four different physics concepts. Each ranking task exercise in physics asked students to examine several different scenarios that contain a number of quantitative features and then arrange the scenarios in an ordered sequence according to some other quantitative feature. In this study, students completed four different ranking task exercises as part of their coursework in their high school physics class. The responses of students to these ranking task exercises were scored, analyzed, and categorized according to the extent to which a student's response was primarily quantitative or primarily qualitative in nature. The results show that while students relied on a combination of both qualitative and quantitative representations as they completed the exercises, the majority of students used qualitative representations in their solutions to the ranking task exercises in physics. While the students' qualitative and quantitative representations supported the students' rankings of the scenarios in each ranking task exercise, the qualitative representations used by the students provided insight into the student's current understanding of the physics concepts being investigated. The findings suggest that regardless of the representation used by the student to complete the ranking task exercise, students had difficulty in correctly ranking the scenarios in all of the ranking task exercises used in this study. While the students used both quantitative and qualitative representations in their solutions to ranking task exercises in physics that contained two quantitative variables, the study found that students relied exclusively on qualitative representations in their solutions to the ranking task exercise in physics that contained four quantitative variables. / CITE/Mathematics and Science Education

Student success is a main interest of concerned educators. Much research has been conducted to investigate strategies and instructional methods that may affect student performance. One such method is that of using an historical approach to physics instruction. The question I wish to investigate is this: How does using an historical approach to physics instruction affect student performance, student attitudes towards science courses, and the maturation of students' "epistemological expertise" (Elby, 2001, p.S54)? I have used historically based instructional materials to develop a unit on gas laws. This unit was taught to 10th and 11th grade Chemistry students at a mid-level socioeconomic Central Florida high school. At the conclusion of the instruction, a twopart test written using examples from the students' textbook was used as an assessment to measure the performance of the students. Also the Epistemological Beliefs Assessment for Physical Science (EBAPS) survey was used to measure changes in the students' epistemological expertise. The EBAPS survey was given as a pre and post assessment. The Maryland Physics Expectations (MPEX) survey has also been utilized as a pre and post survey to measure the changes in the students' attitudes towards the course and to show a bridging of the "two-cultures gap". The MPEX survey indicated no significant changes in student attitudes. Intellectually, it seems as though they still regard physics "as a separate and more-than equal discipline which exists and operates apart from all other activities of the human mind" (Gosselin, 1975, p.15). This is in line with the findings of Abd-El-Khalick and Lederman (2000) in history of science courses where "very few and limited changes in participants' views [ on Nature of Science] were evident at the conclusion of the courses" (Abd-El-Khalick, p.1 ). However, after instruction, the descriptive statistics seem to indicate a shift in the epistemological expertise of the students who received the historically based instruction. They appear to have been able to further develop a pool of "fine-grained epistemological resources" to draw from and activate (Elby, 2003, p.55). The maturation of the students' epistemological expertise may have led to their higher performance on the unit test. . Students who received the historically based instruction made gains of an average of 6.5% on their tests, with the students showing high epistemological expertise making gains of an average of 12%. By comparison, students in the courses receiving traditional instruction showed no improvement. Conducting this research has offered an appropriate look at using an historical approach to physics instruction. In my teaching, using an historical approach proved a useful tool; a tool which is often overlooked in secondary physics classrooms. If utilized, this approach to physics instruction may become a key for greater success in the sciences and across the entire academic spectrum.

In dieser Studie wurde eine auf eigenständiges Schreiben beruhende Lernmethode im Rahmen einer quasiexperimentellen Studie im Themengebiet Akustik im 11. Jahrgang des Gymnasiums eingesetzt. Aus den vorliegenden lernpsychologischen Grundlagen und didaktischen Erkenntnissen wird eine auf selbstständiges Schreiben beruhende Lernmethode und ein Modell für die Textproduktion für den Einsatz im Physikunterricht entwickelt. Die Intervention, die in der sieben Schulstunden umfassenden Lerneinheit durchgeführt wurde, bestand aus einer vorhergehenden kurzen Einführung in das Schreiben von Texten zu physikalischen Fragestellungen und dem anschließenden Einsatz von speziellen Schreibaufgaben, die in dem herkömmlichen Physikunterricht eingebettet wurden. Der Unterricht zur Akustik in der Interventions- und einer Vergleichsgruppe hatte den selben zeitlichen Umfang und war überwiegend identisch, da die gleiche Grobplanung des Unterrichts und die gleichen Lernziele vorlagen. An der Studie nahmen vier Kurse, zwei davon in der Interventionsgruppe und zwei in der Vergleichsgruppe, teil. Insgesamt konnten 47 Schülerinnen und Schüler in der statistischen Auswertung berücksichtigt werden. Unter Verwendung von Vortests, direkten und verzögerten Nachtests, und dem Vergleich der Interventions- mit der Vergleichsgruppe, wurde der Lernerfolg durch das eigenständige Schreiben untersucht. Als Kontrollvariable wurde der vorhandene allgemeine Wortschatz erhoben. Am Ende der Studie wurde außerdem mit Hilfe eines Fragebogens in der Interventionsgruppe die Einstellung zu der Schreib-Lernmethode erhoben. Die Studie zeigt, dass der Einsatz der Schreib-Lernmethode im Physikunterricht auch in einem nur begrenzten Zeitraum nach einer kurzen Einführung (eine Schulstunde) in die Thematik des Erstellens von Texten mit physikalischen Inhalten möglich ist. Die Auswertung zeigt, dass die Schülerinnen und Schüler durch das in den traditionellen Unterricht eingebettete selbstständige Schreiben von Texten zu physikalischen Fragestellungen Faktenwissen und Fähigkeiten zum Auslesen und Interpretieren von Diagrammen ebenso wie bei rein traditionellen Lernmethoden erwerben und festigen. Somit bereichert das selbstständige Produzieren von Physik-Texten die Methodenvielfalt des Physikunterrichts. Zusätzlich zu dem physikalischen Fachwissen lernen die Schülerinnen und Schüler durch die Schreib-Lernmethode physikalische Sachverhalte zu versprachlichen und in Kontexte einzubinden. Der statistisch signifikante Effekt bei dieser Fähigkeit ist im mittleren Bereich. Es zeigt sich eine deutliche Abhängigkeit der Fähigkeit, physikalische Sachverhalte zu versprachlichen, vom vorhandenen physikalischen Fachwissen. Zum allgemeinen Wortschatz besteht ein geringer Zusammenhang. Da kein Zusammenhang zwischen der Fähigkeit, die Fachsprache korrekt zu verwenden und der Fähigkeit zum eigenständigen Versprachlichen von physikalischen Sachverhalten festgestellt werden konnte, scheinen sich diese beiden Arten der Versprachlichung hinsichtlich der involvierten Kompetenzen zu unterscheiden. Das vorgestellte Modell für die Textproduktion wurde insgesamt von den Schülerinnen und Schülern, und besonders von denen mit einer geringen Selbsteinschätzung ihrer Fähigkeiten zum Schreiben von Physik-Texten, als hilfreich eingestuft und kann daher für den Einsatz im Physikunterricht empfohlen werden.

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The purpose of the present study was to explore teachers’ orchestration of the class communication during teaching and to show whether the communication can be explained by frame factors. This study is a multiple case study of two physics teachers – one public and one private school teacher - using observational and interview data to illustrate and analyze their communication/talk process in the classroom. Implications are drawn for the way that they develop dialogue, which is further explored in regards to identified frame factors. Data collection was complemented with field notes and audio-recordings. The observations served for identifying the communication process. Interviews were used to develop the understanding of the teacher’s background and their beliefs on teaching for further strengthening the evidence for the findings. Transcripts were developed for detailed qualitative analysis of selected episodes of their communicative approaches.Concepts and theories on the importance of the communication process for reflective thinking and a learner-centered classroom along with the frame factors theory aid the construction of the research and are linked to the findings.The study provides insight on the frequency of elicitation of dialogic communication encouraging of reflective thought occurring at recurrent rate by the private school teacher during lecturing. The findings showed that frame factors steering the two teacher’s elicitation of communication were the curriculum, the teachers’ educational opportunities, external support and their ideologies. Findings suggest that reverting the teachers discourse fully towards an environment of dialogic communication encouraging of reflective thought - an aim of the Kosovo Curriculums - require additional sustenance and a profounder inquiry of the influence of teachers ideologies and how it can be diminished. Furthermore, an assessment of the curriculums implementation in classrooms and its limiting aspect of providing dialogically organized instruction is necessary along with assessment of the trainings offered to teachers.

Title: Various Approaches to Didactics of Physics in the Czech Republic and Abroad Abstract: This diploma work deals with selected aspects of didactics of physics as a branch of science. Its aim is to start a more systematic reflection of a domestic didactics of physics in connection with the situation abroad as well as with previous developments in the Czech Republic. Important approaches to didactics of physics, (above all the applied, integrated and communicative approach) are described in this work and attention is also paid to international developments. This work also presents arguments about why didactics of physics could be perceived as a branch of science together with the mutual relationships of didactics of physics with other scientific fields. In the last chapter there is a discussion about new possibilities in the development of didactics of physics, especially about the tendency of mutual linking of didactics of physics with didactics of other school subjects. In this chapter there is also an outline of a new approach which focuses on goals. Keywords: didactics of physics, physics education research, approach to didactics of physics, subject didactics