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New technology in physics: A study in how to integrate new technology and research in physics education in secondary high school.
Jönköping University, School of Education and Communication.
Jönköping University, School of Education and Communication.
2008 (English)Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesisAlternative title
Ny teknik i fysik : En studie i hur ny teknik och forskning integreras i fysikundervisningen på gymnasiet. (Swedish)
Abstract [en]

Youths do not reflect over how it works but rather focus on how they can use the technology. Earlier research has studied if teacher acquires further education in there topics, not if knowledge about new technology can contribute to a better education. If teachers have good knowledge about new technology and forwarding it to the pupils, can it increase the interest for physics among the pupils? Didactic research has shown that pupils would like to see conjunction with the knowledge they receives and their natural world. Didactic research concentrates on how knowledge is forwarding and not on the subject for the education. Six teachers on six different schools has been interview. On three of these schools has also five pupils been interview on their opinion on if and how new technology has be taken up in their education. New technology is being taken up in the physics education, but it exist no recommendation on how. New technologies are being taken up on the teacher’s initiative, paramountly for that rouse interest at pupils or connect the physics to the pupil's reality. Pupils receive also explanations of new technology when they put questions about it during lessons. The teacher’s apprehension about what is new technology varies. Common for all teachers is that they request better knowledge of their subjects of teaching for that being able to take up new technology with the pupils. They pupils that have interviewed thinks that it is good if new technology is being taken up in the physics education, it gives a better connection to reality.

Abstract [sv]

Ungdomar reflekterar inte i första hand över hur ny teknik fungerar utan fokuserar på hur man kan använda tekniken. Tidigare forskning har studerat om lärare behöver ämnesfortbildning, inte om kunskap om ny teknik kan bidra till en bättre undervisning. Om läraren har god kunskap om ny teknik och förmedlar det till eleverna kan det då öka intresset för fysik hos eleverna? Didaktisk forskning har visat att elever vill se samband mellan den kunskap de får och deras omvärld. Didaktisk forskning inriktas på hur kunskap förmedlas och inte på ämnet i undervisningen. Sex lärare på sex olika skolor har intervjuats. På tre av dessa skolor har också fem elever intervjuats för att ge sin syn på om de anser att ny teknik tas upp i undervisningen. Studien visar på att ny teknik tas upp i fysikundervisningen, men det finns inga rekommendationer på hur. Ny teknik tas främst upp på lärarens initiativ, främst för att väcka intresse hos elever men också för att koppla fysiken till elevens verklighet. Elever får även förklaringar av ny teknik när de ställer frågor om den under lektioner. Lärares uppfattning om vad som är ny teknik varierar. Lärare efterfrågar bättre ämneskunskaper för att kunna ta upp ny teknik med eleverna. De elever som har intervjuats tycker det är bra om ny teknik tas upp i fysikkurserna, det ger en bättre koppling till verkligheten.

Place, publisher, year, edition, pages
2008. , p. 41
Keywords [en]
physics, didactics, pedagogy, education, further education in there topics
Keywords [sv]
fysik, didaktik, pedagogik, undervisning, fortbildning
National Category
Physical Sciences
Identifiers
URN: urn:nbn:se:hj:diva-1131OAI: oai:DiVA.org:hj-1131DiVA, id: diva2:3570
Uppsok
fysik/kemi/matematik
Supervisors
Examiners
Available from: 2008-02-15 Created: 2008-02-15

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