Examensarbeten för masterexamen // Master Theses
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- PostHow is Physics Hard?(2024) Bento Hansson, Beatriz; Chalmers tekniska högskola / Institutionen för matematiska vetenskaper; Gerlee, Philip; Johansson, Anders; Adawi, TomPhysics is commonly presented as a difficult subject. The reasons for why this view is held among upper secondary school physics pupils and university students has previously been investigated. However, what narratives around physics and its diffi- culties exists among pupils before embarking on post-compulsory studies in physics is a less explored area. The aim for this study was to explore how upper secondary school pupils discuss physics and what narratives about it being a difficult sub- ject they partake in. This was done through the use of semi-structured individual interviews. Ten pupils were interviewed. The results indicate that the pupils in- terviewed largely construct their understanding of physics through the positioning of physics against other subjects and how other people relate to it. Through this positioning, physics mostly becomes a subject that is largely constructed as being complex, distant, vague and only for those who get it. However, certain attributes assigned to physics do not lead to it being a difficult subject. This mostly occurred in the positioning of physics against mathematics. The results indicate that multiple narratives about physics commonly reported among university students also exist among upper secondary school pupils. This implies that pupils are introduced to common narratives about physics early in their education, which risks affecting who chooses to pursue post-compulsory studies in physics.
- PostHow to bring the subject closer to the student(2024) Svensson, Kalle; Chalmers tekniska högskola / Institutionen för matematiska vetenskaper; Gerlee, Philip; Adawi, Tom; Ask, EvaThe 2019 TIMSS survey showed that a large share of Swedish year 8 students have negative attitudes towards science. Skolverket suggests that this could be coun- teracted by the use of a scientific literacy perspective in instruction, a perspective stating that general science education should educate students for everyday life rather than specific scientific careers. Surveys have shown that this is a perspective that few teachers seem to embrace fully. Other sources suggest that demonstration and laboratory work could be used to improve student attitudes towards science. This thesis develops a guide aimed towards science teachers, that guides in scientific literacy and its application, and argues for, and encourages the use of, demonstra- tions and experiments to improve student attitudes towards science. The use of scientific literacy as a basis for instruction is argued for from the perspectives of the current curriculum Gy11, science use in everyday life, democratic values, cognitive theories for learning and instruction, and the interest and motivation of students. The guide encourages connecting science to relevant societal concepts and popu- lar culture where science is an integral part. Possible connections are exemplified through the subject of radiation in the course Physics 1a. The guide promotes a scientific literacy perspective in science education and is hoped to lay the ground- work for improved student attitudes towards science. Additionally, the scientific literacy approach is argued to ease understanding, aid retention, and help students understand the world they inhabit. From an ethical perspective, this approach has an inherent benefit to students’ ability to understand societal questions, and in turn their ability to participate in democratic decisions as well-informed citizens.