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Gymnasiefysikens meteorologiinnehåll: En metodkombinationsstudie om hur klimat och väder implementerats i fysikundervisningen
KTH, School of Industrial Engineering and Management (ITM), Learning.
KTH, School of Industrial Engineering and Management (ITM), Learning.
2018 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
The meteorology content of physics in upper secondary school : A mixed-methods research study about the implementation of climate and weather in physics education (English)
Abstract [sv]

Studien undersökte implementeringen och undervisningen av klimat och väder som år 2011 lades till under Fysik 1 i den svenska gymnasieskolan. Undersökningen använde sig av metodkombination som omfattade lärarintervjuer kompletterade med intervju av ett undervisningsråd på Skolverket och med textanalys av kursböcker. Lärarna upplevde en del problem kopplat till vad det nya ämnesområdet skulle innehålla. Oklarheten kring vad området skulle innehålla märktes också i kursböckernas framställning. Intervjupersonerna var överens om att viktiga aspekter inom ämnesområdet var växthuseffekten och global uppvärmning. Växthuseffekten och global uppvärmning hade även en framträdande roll i kursböckernas framställning. Från lärarintervjuerna framkom att lärarna gärna inkluderade Samhällsfrågor med Naturvetenskapligt Innehåll (SNI) i sin undervisning, men i bedömningen av elevernas lärande var det fysikalisk begreppsförståelse som accentuerades. Ämnesöverskridande samarbeten beskrevs av lärarna som önskvärt och förekom ofta.

Abstract [en]

This study examined the implementation and teaching of climate and weather which was added in the year 2011 under Physics 1 in the Swedish upper secondary school. The study performed a mixed-methods approach consisting of teacher interviews supplemented with an interview with an official at the Swedish National Agency for Education and with text analysis of course books. The teacher’s experienced some problems related to what the new subject area would contain. The uncertainty about what the area would contain was also seen in the course books. The interviewees’ opinion that the important issues in the subject area were the greenhouse effect and global warming were shared among the teachers. The greenhouse effect and global warming also had prominent roles in the course books. From the interviews it was found that teachers were positive to include Socio-Scientific Issues (SSI) into their teaching, but when assessing students learning the concepts of physics were emphasized. Cross-disciplinary cooperation was described by the teachers as desirable and often occurring.

Place, publisher, year, edition, pages
2018. , p. 79
Series
TRITA-ITM-EX ; 2018:23
Keywords [en]
Interview, Text analysis, Meteorology, Climate and weather, Course plan, Curriculum changes, Upper secondary school, Socio-Scientific Issues, SSI
Keywords [sv]
Intervju, Textanalys, Meteorologi, Klimat och väder, Kursplan, Förändring av ämnesplan, Gymnasiet, Samhällsfrågor med Naturvetenskapligt Innehåll, SNI.
National Category
Educational Sciences Meteorology and Atmospheric Sciences Engineering and Technology
Identifiers
URN: urn:nbn:se:kth:diva-224257OAI: oai:DiVA.org:kth-224257DiVA, id: diva2:1190690
External cooperation
Stockholms Universitet
Subject / course
Technology and Learning
Educational program
Master of Science in Engineering - Engineering and of Education
Presentation
2018-02-12, 00:00
Supervisors
Examiners
Available from: 2018-03-15 Created: 2018-03-15 Last updated: 2018-03-15Bibliographically approved

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