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Physics (31-37,5), 7.5 credits
Fysik (31-37,5 hp), 7.5 hp
93FY37
Main field of study
PhysicsCourse level
First cycleCourse type
Programme courseDirector of studies or equivalent
Magnus BomanECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L17MA | Secondary School Teacher Programme with a specialization in Teaching in Grades 7-9 of the Compulsory School, subject Mathematics | 5 (Autumn 2014) | Swedish | |||
Main field of study
PhysicsCourse level
First cycleAdvancement level
G2XCourse offered for
- Secondary School Teacher Programme with a specialization in Teaching in Grades 7-9 of the Compulsory School, subject Mathematics
Grades
Three-grade scale, U, G, VGOther 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 biologiNo examination details is to be found.
Course literature is preliminary.
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.
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There are no files available for this course.