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Making sense of Physics in the first year of study Learning and Instruction

Shirley Booth (Centrum för pedagogisk utveckling) ; Åke Ingerman (Institutionen för mikroelektronik och nanovetenskap)
Learning and Instruction (0959-4752). Vol. 12 (2002), 5, p. 493-507.
[Artikel, refereegranskad vetenskaplig]

We address the question ‘How do students make sense of Physics from the point of view of constituting physics knowledge?’. A phenomenographic study is described as a result of which we present six qualitatively different ways in which students experience the first year of Physics. Three of these are considered to be unproductive in terms of making sense of physics, while the other three increasingly support the formation of a well-grounded physics knowledge object. The variation is analysed in terms of the structure of experience, the nature of knowledge and an ethical aspect. Implications for practice are considered.

Denna post skapades 2009-02-18. Senast ändrad 2009-02-19.
CPL Pubid: 89940


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Institutioner (Chalmers)

Centrum för pedagogisk utveckling (1997-2002)
Institutionen för mikroelektronik och nanovetenskap (1900-2003)



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