Physics (31-37,5), 7.5 credits (93FY31)

Fysik (31-37,5hp), 7.5 hp

Main field of study

Physics

Level

First cycle

Course type

Programme course

Director of studies or equivalent

Magnus Boman
Course offered for Semester Weeks Language Campus VOF
L1GMA Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject Mathematics 5 (Autumn 2016) Swedish

Main field of study

Physics

Course level

First cycle

Advancement level

G2X

Course offered for

  • Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School, subject Mathematics

Grades

Three-grade scale, U, G, VG

Other information

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus. The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.

Department

Institutionen för fysik, kemi och biologi
Andersson. B. (2008). Att förstå skolans naturvetenskap – forskningsreslutat och nya idéer. Studentlitteratur. Lund. Bernhad, J. (2010), Insightful learning in the laboratory: Some experience from ten years of designing and using conceptual labs. European Journal of Engineering Education. 35 (3), 271-287. Björklund, L. (2008). Från novis till expert: förtrogenhetskunskap i kognitiv och didaktisk belysning (From novice to expert: practical visdom, implications for education from a cognitive perspective). Linköping university, Norrköping. Duit, R. (2008). Bibliography STCSE, Students' and teachers' conceptions and science education. IPN, Kiel: http://www.ipn.uni.-kiel.de/aktuell/stcse/stcse.html Hacking. I (1983). Representing and intervening: Introductory topics in the philosophy of natural science.Cambridge: Cambridge University Press Hult,H. (2000), Laborationen - myt och verklighet: en kunskapsöversikt över laborationer inom teknisk och naturvetenskaplig utbildning. CUL-rapport, Linköpings Universitet. Lindwall, O. (2008). Lab work in science education: Instruction, inscription, and the practical achievement of understanding. Linköping: Linköping Studies in Arts and Science No. 426. Marton, F., Tsui, A., & Inc., e. (2004). Classroom discourse and the space of learning, Mahwah, N.J., L. Erlbaum Associates. McDermott, L. C., Redish. E. F. (1999), Resource letter: PER-1: Physics education research. American Journal of Physics, 67 (9), 755-767. Millar, R. Leach, J. Osborne, J. (2002). Improving science education – the contribution of research. Open University Press. Popper, K. (1959). The logic of scientific discovery. London: Hutchinson. Sjöberg, S. (2005). Naturvetenskap som allmänbildning en kritisk ämnesdidaktik, Studentlitteratur, Lund. Strömdahl et al (2002) Kommunicera naturvetenskap i skolan – några forskningsresultat. Studentlitteratur. Wickman, P-O & Persson , H. (2009). Naturvetenskap och naturorienterande ämnen i grundskolan. Liber.

No examination details is to be found.

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