Examensarbeten för masterexamen


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    The First Years of Teaching Physics in Swedish Upper Secondary School - What New Physics Teachers Experience That They Lack in Their Education
    (2021) Hallberg, Christofer; Chalmers tekniska högskola / Institutionen för vetenskapens kommunikation och lärande (CLS); Bengmark, Samuel; Kabo, Jens
    This thesis aims to investigate the experiences of new physics teachers in Swedish upper secondary schools in Gothenburg. The study uses a qualitative method where nine active teachers were interviewed. This study contribution is to highlight what the teachers themselves feel they lack from their own education. I found out that the teachers felt they lack both teaching knowledge (practicing more teaching and grading methods) and subject knowledge (both content knowledge and knowledge about laborations). They also mentioned that racticum experiences can be very di erent depending on which school you have your practicum in. In the discussion I formulate a number of hypotheses that adresses the ndings of the study and suggest how new physics teachers can be more prepared for the challenges that the teaching profession presents.
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    Radio lab - Application of variation theory in secondary school science and technology instructional design
    (2021) Fassihi Karimi, Omid; Chalmers tekniska högskola / Institutionen för vetenskapens kommunikation och lärande (CLS); Bengmark, Samuel; Kabo, Jens
    This master thesis reports on the process of designing a lesson plan which aims at teaching secondary school students of science and technology the mechanisms of electromagnetism by means of supervised construction of a crystal radio model. Variation theory is chosen as the main theoretical framework and the thesis contains descriptions of the theory's main postulations and how they inform the design choices made. Attempts to evaluate the lesson plan were made by means of a simulated lesson where prospective secondary school teachers of science and technology participate as students. The participants were interviewed to document their experience to subsequently attempt to evaluate the lesson design.
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    Improving social sustainability through stormwater collaboration - An interview study to map how collaboration affects the city’s ability to improve social sustainability through stormwater projects
    (2020) Petersson, Carl; Sparrström, Nilas; Chalmers tekniska högskola / Institutionen för vetenskapens kommunikation och lärande (CLS); Bengmark, Samuel; Rauch, Sebastien; Carlsson, Carl Johan
    Due to climate change, rainfalls are expected to increase, both in numbers and intensity, in the future. This creates a need for better stormwater management and parts of that need to be on the surface since there is a need for sustainable management and because the traditional pipe-based solutions underground will no longer suffice. With the increased use of surface solutions comes the need to build multifunctional areas that improve the social sustainability of cities at the same time as the stormwater issues are solved long-term. But multifunctional solutions demand more collaboration between the different municipal departments responsible for planning and building cities. This report aims to answer the question of how collaboration affects stormwater projects’ abilities to increase social sustainability in a city, and which difficulties need to be considered for the projects to succeed. This is accomplished by looking at the situation in Gothenburg through interviews with representatives from the technical departments, and by observing workshops where the issue of social sustainability is discussed. Some of the major findings were that there is a lack of understanding between the departments; the goals regarding social aspects are not clear enough; stormwater is considered too late in the planning process which drastically decreases the projects’ possibilities to bring in social aspects; lack of city space complicates implementation of socially sustainable solutions; it is difficult to quantify the social gains which makes it difficult to get funding for these types of projects. However, a number of these issues could be helped by the planned reorganisation of the departments which will enable people of different expertise to work closer together. With a more holistic view, and with a focus on the residents well-being during the planning phase, a lot more could be done for improving social sustainability, and the measures that are taken could have greater effect.
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    What are the knowledge gaps of students in chemistry and how are they affected by teacher’s prioritization of topics? - A comparison between Swedish upper secondary school and university
    (2021) Larsson, Karl; Palmgren, Adam; Chalmers tekniska högskola / Institutionen för vetenskapens kommunikation och lärande (CLS); Bengmark, Samuel; Åkerman, Björn
    The purpose of education in the Swedish upper secondary school is described in The Education Act and as such defines the foundation for the recruitment to higher education, which is the topic of this thesis. The curriculum in Swedish upper secondary school is regulated at a national level, meaning there is a standard for which topics are to be covered in each course. The “central content”, which is described by the Swedish National Agency for Education, lists what topics a course is required to cover. It is therefore of interest to investigate how teachers prioritize and interpret different topics in chemistry. Our goal is to answer the following questions: • Which are the knowledge gaps in chemistry between upper secondary school and universities, from the perspective of teachers at both levels? • How does prioritization and interpretation of topics taught within upper secondary school chemistry affect the student knowledge gaps that exist between upper secondary school and university, from the perspective of teachers at both levels? This project uses a mixed method, meaning both interviews and surveys were conducted. The results are grouped into four parts, Prioritization of topics in chemistry at both levels, What students find difficult in chemistry, according to teachers, University teachers’ opinions on undergraduates’ lack of knowledge and The opinion of teachers on the curriculum at upper secondary school. Findings in each part of the result is discussed and analysed separately. Several factors which influence the knowledge gaps of students and why teachers prioritize topics as they do were found to be the following. Knowledge gaps: • Upper secondary school teachers rarely teach chemical bonding using atomic orbitals • Differences in education between different upper secondary schools • How students use and understand mathematics in the context of chemistry. What influences topic prioritization and its effects on knowledge gaps: • The different approaches teachers use to create interest amongst students. • The effects of different chemistry textbooks. • The adaptation for differences in groups of students by teachers. Suggested measures to remove these knowledge gaps can be summarized into three points. Teachers should primarily teach chemical bonding using atomic orbitals instead of Bohr’s atom model to the extent possible. More distinct goals for Chemistry 1 and Chemistry 2 should be specified through a national obligatory test. Increase pedagogical discussion and collaborations between university and upper secondary school.
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    Connecting the chemistry curriculum with work- and everyday life - Important aspects for the development of a material supporting chemistry teachers in Swedish upper secondary school
    (2021) Franzén, Nina; Nordberg, Johannes; Chalmers tekniska högskola / Institutionen för vetenskapens kommunikation och lärande (CLS); Bengmark, Samuel; Lundqvist, Ulrika
    Motivation and context are two important keys to positive learning outcomes. This master’s thesis aims to develop the prerequisites for a material that can help chemistry teachers in Swedish upper secondary school to connect the curriculum with work- and everyday life. The purpose of the material would be to make the theoretical content of the courses more relevant and engaging to the students and thereby helping the teachers create a motivational learning environment. The research questions concern the need for this kind of material, existing material and the potential format, platform, and content of such a material. The study consisted of two parts. First, a questionnaire was sent out to Swedish upper secondary chemistry teachers. Secondly, a prototype of the material was developed which 11 chemistry teachers tested for five weeks. This user test was then evaluated using semi-structured interviews. The results suggests that there is no existing material, that the teachers know of, that fills the purpose of making the connection between the curriculum and work- and everyday life and that there is a need amongst chemistry teachers for such a material. This study also suggests that the material should be web-based in order to be able to include features such as animations, videos, and easy navigation. One possible platform for this material is suggested to be Kemilärarnas resurscentrum (KRC). Regarding content, the results show that useful categories include “Everyday phenomena”, “Everyday products”, “Historical events”, “News” and “Interviews with professionals”. Further results regarding content concerns sustainable development, level of detail, level of concretion in the connection to the curriculum and a number of other aspects. The conclusion consists of a list of recommendations for the development of a material making the connection between the chemistry curriculum in Swedish upper secondary school and work- and everyday life.