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Numrering	Referens	Omslagsbild	Hitta
1.	Eriksson, Urban, 1968-, et al. (författare) Up and down, light and heavy, fast and slow : but where? 2019 Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 54:2 Tidskriftsartikel (refereegranskat)abstract Vertical amusement rides let your body experience the tickling sensation of feeling light, but also feeling much heavier than as usual, due to velocity changes as you move up and down. Family rides offer different possibilities to visualize the forces that are experienced by your accelerating body. This paper presents a number of different ways to view and experience the motion in a small vertical amusement ride. A smartphone includes an accelerometer that can provide a graph of the forces acting during the ride. A movie from the smartphone camera lets students recall the motion which can then be analysed in more detail. The complementary representations may help students develop a deeper understanding of the relation between force and motion. The affordances of these different semiotic resources are analysed in some detail. In addition, we discuss responses from a number of students to questions about where you feel light and where you feel heavy. We find that the experience of the body is an underused resource in physics teaching.
2.	Pendrill, Ann-Marie, et al. (författare) Folkbildning för kroppen 2009 Ingår i: På spaning efter teknisk bildning. - 9789147093496 ; , s. 131-149 Bokkapitel (populärvet., debatt m.m.)
3.	Abrahamsson, Cristian, et al. (författare) Content, interest and the role of engagement : experienced science teachers discuss 2023 Ingår i: Physics Education. - Bristol : Institute of Physics Publishing (IOPP). - 0031-9120 .- 1361-6552. ; 58:6 Tidskriftsartikel (refereegranskat)abstract How do science teachers perceive student engagement and its importance for teaching and what strategies do they use to create it? When 21 experienced science teachers in 4 focus groups discussed these questions, they brought up behavioural aspects, but also less visible emotional and cognitive aspects, as well as reciprocal aspects of teacher and student engagement. One teacher described engagement as 'the oil in the machinery' during lessons. Which role does the curricular content play? Well aware that some topics are seen as more directly interesting by students, teachers connect to these, but also use hooks, including lively demonstrations, role play and connections to the outside world. In this way, they aim to generate situational interest and engagement also in topics that are often viewed as less interesting, including atoms and molecules. These experienced teachers describe how they adapt their teaching to the group also in real time, based on the degree of engagement exhibited by the students. © 2023 The Author(s). Published by IOP Publishing Ltd.
4.	Abrahamsson, Cristian, et al. (författare) En Delfistudie om lärares uppfattning av elevengagemang i NO-undervisningen 2019 Ingår i: NorDiNa. - Oslo : Naturfagsenteret / Norwegian Centre for Science Education. - 1504-4556 .- 1894-1257. ; 15:2, s. 128-144 Tidskriftsartikel (refereegranskat)abstract What happens in a science classroom where students are engaged and how do teachers observe and interpret student engagement? This article highlights teachers’ perspective on students’ engagement in science education and to what extent it is connected to the scientific content. This approach complements earlier research which focuses mostly on students’ attitude towards science education and their interest in various topics in science.The findings are based on a three-stage Delphi survey distributed to 39 expert science teachers. The results shows science education with a range of different perspectives and that most teachers do not perceive any direct connection between specific science topics and the students’ engagement. The survey also shows that teachers to a high level interpret students’ emotional expressions and academic behavior as engagement rather than their cognitive behavior.
5.	Adawi, Tom, 1970, et al. (författare) How mathematical is conceptual understanding? 2005 Ingår i: Physics Teaching in Engineering Education PTEE 2005, Brno University of Technology, June 29 – July 1, 2005, Brno, Czech Republic. Konferensbidrag (refereegranskat)abstract Conceptual understanding has widely been suggested as the key first link to gain a solid physicsunderstanding. By the means of empirical data from interviews with first year university studentsaround force and friction problems, we argue that conceptual understanding has to be developed inconjunction with a structural understanding of the potential mathematical solution to master the areamore thoroughly. Such structural understanding does neither necessarily seem to follow or precede aconceptual understanding.
6.	Arrhenius, Gustaf, et al. (författare) Bevare oss för det brittiska utvärderingseländet 2012 Ingår i: Universitetsläraren. - 0282-4973. ; 2012:18 dec Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract SVENSKA universitetsledningar tenderar numera att prioritera lärosätets intäkter högre än allt annat, inklusive klassiska akademiska ideal som bildning och fri forskning. Därför fruktar vi att ett genomförande av Jan Björklunds planer kommer att leda till samma slags vansinne i Sverige som vi nu ser i Storbritannien.
7.	Bagge, Sara, et al. (författare) Classical Physics Experiments in the Amusement Park 2002 Ingår i: Physics Education. - 0031-9120. ; 37:6, s. 507-511 Tidskriftsartikel (refereegranskat)abstract An amusement park is a large physics laboratory, full of rotating and accelerated coordinate systems. The forces are experienced throughout the body and can be studied with simple equipment or with electronics depending on age and experience. In this paper, we propose adaptations of classical physics experiments for use on traditional rides.
8.	Beiersdorfer, P., et al. (författare) Hyperfine structure of heavy hydrogen-like ions 2003 Ingår i: Nucl. Inst. Meth. Phys. B. ; 205, s. 62-65 Konferensbidrag (refereegranskat)
9.	Beiersdorfer, Peter, et al. (författare) Hyperfine structure of hydrogenlike thallium isotopes 2001 Ingår i: Phys. Rev. A. ; 64, s. 032506- Tidskriftsartikel (refereegranskat)
10.	Björkman, Karin, et al. (författare) Hon får snurr på fysiken : She gives physics a spin 2013 Ingår i: Origo, Lärarförbundet. ; 2013:2 Annan publikation (övrigt vetenskapligt/konstnärligt)abstract Intervju: "När vi andra ser gungor, rutschbanor och berg- och dalbanor ser Ann-Marie Pendrill mängder av tillfällen att uppleva, prata om och räkna med fysik. – Fysik är ett lekfullt ämne."
11.	Burt, Malcolm, et al. (författare) Virtual reality, video screen shots and sensor data for a large drop tower ride 2020 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:5 Tidskriftsartikel (refereegranskat)abstract Large drop towers let you experience a couple of seconds of nearly free fall before stopping gracefully in magnetic brakes or bouncing a number of times on compressed air, as in the Turbo Drop tower considered in this work, where many complementary representations are used. An accelerometer taken along on the ride captured the forces experienced by the body, and a pressure sensor provided a simultaneous proxy measurement of elevation. These data can be treated numerically: integration of the accelerometer data gives a velocity graph which can be compared to derivatives of the elevation data obtained from the pressure sensor. Plotting elevation versus velocity gives a phase portrait for the damped oscillations of the gondola before it comes to a stop. These abstract mathematical and graphical representations are complemented by screen shots from a video as well as from a virtual reality movie offering the view from the point of a rider. Forces and acceleration overlaid in a 2D version of the VR movie give a geometric illustration of Newton's second law, in addition to the mathematical treatment. This work thus provides a wide range of representations, aimed to support student representational fluency and conceptual understanding of important force and motion concepts.
12.	Dahl, Olof, et al. (författare) Is the Archimedes principle a law of nature? Discussions in an 'extended teacher room' 2020 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 55:6 Tidskriftsartikel (refereegranskat)abstract Is a suction cup at the bottom of a bathtub subject to an upward force from the surrounding water, even if there is no water under it? A student question, posted in a teacher facebook group on a Monday morning, led to a discussion involving 21 comments with 225 replies offered by 16 teachers during the next few days, including several simple experiments, as well as modeling, to evaluate different arguments. The discussions, summarized in this paper, provide an example of how social media can provide an 'extended teacher room' where teachers can explore and refine their understanding in a safe and mostly supportive environment, and also find ways to give more elaborate answers to challenging student questions.
13.	Daniels, Mats, 1956, et al. (författare) Är anonyma tentamina objektiva och rättvisa? : Anonymous examination - objective and fair? 2009 Ingår i: Proceedings NU2008, Kalmar, CED, Box 118, 221 00 Lund, Red A: Sonesson, M Hedberg. - 9789197797412 ; , s. 283-288 Konferensbidrag (refereegranskat)abstract "Anonyma tentor är just nu en av de hetaste trenderna i högskole-Sverige" skrev Svenska Dagbladet i mars 2008 (http://www.svd.se/nyheter/inrikes/artikel_964731.svd ) Frågan har under några år drivits av studentkårerna, men verkar i de flesta fall ha införts av universitetens och högskolornas ledning utan diskussion och förankring i lärarkåren och utan analys av relationen mellan fördelar och nackdelar eller plan för utvärdering. Vi saknar djupare analys av omfattningen av de problem systemet förväntas lösa i relation till de kostnader och nackdelar det skapar. Inte någonstans har vi sett en diskussion om huruvida de föreslagna åtgärderna är den bästa resursanvändningen för att mildra problemen. I ett försök att fördjupa diskussionen skrev vi en debattartikel i Universitetsläraren (Daniels och Pendrill 2008). Vi bad vi att få genomföra en spontansession under konferensen om högre utbildning i maj 2008. Som förberedelse för sessionen fick vi också möjlighet att genomföra en enkät bland deltagarna som delades ut i anslutning till en av plenarsessionerna. Vi presenterar här resultaten av denna enkät, diskussionerna och en kort analys.
14.	Daniels, Mats, 1956, et al. (författare) Är anonyma tentor objektiva och rättvisa? : Are anonymous exams objective and fair? 2008 Ingår i: Universitetsläraren. ; 2008:7, s. 16-17 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract På många lärosäten införs nu anonyma tentamina. Frågan har drivits av studentkårerna, och verkar i de flesta fall ha införts av universitetens och högskolornas ledning utan diskussion och förankring i lärarkåren. På hemsidorna hittar man oftast bara en beskrivning om hur det praktiskt skall gå till. I några fall hänvisas till en likabehandlingsplan eller motivering i stil med att "De fördelar man tycker sig se är ökad objektivitet och rättssäkerhet i examinationen.". Vi saknar djupare analys av omfattningen av de problem systemet förväntas lösa i relation till de kostnader och nackdelar det skapar. Inte någonstans har vi sett en diskussion om huruvida de föreslagna åtgärderna är den bästa resursanvändningen för att mildra problemen. Vi vill med detta inlägg lyfta in fler frågor i diskussionen kring anonyma tentamina.
15.	Eager, David, et al. (författare) Beyond velocity and acceleration : Jerk, snap and higher derivatives 2016 Ingår i: European Journal of Physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 37:6 Tidskriftsartikel (refereegranskat)abstract The higher derivatives of motion are rarely discussed in the teaching of classical mechanics of rigid bodies; nevertheless, we experience the effect not only of acceleration, but also of jerk and snap. In this paper we will discuss the third and higher order derivatives of displacement with respect to time, using the trampolines and theme park roller coasters to illustrate this concept. We will also discuss the effects on the human body of different types of acceleration, jerk, snap and higher derivatives, and how they can be used in physics education to further enhance the learning and thus the understanding of classical mechanics concepts.
16.	Ehrnberg, Daniel, et al. (författare) Miljöfysik- energi för hållbar utveckling, av Mats Areskough 2006 Ingår i: Fysikaktuellt. - 0283-9148. ; 2006:2 Recension (övrigt vetenskapligt/konstnärligt)
17.	Ekström, Peter, et al. (författare) Questions from teachers and students : 13 years of "Ask-a-physicist" on the Web 2013 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
18.	Ekström, Peter, et al. (författare) Questions from teachers and students : 13 years of "Ask-a-physicist" on the Web 2013 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
19.	Eriksson, Urban, et al. (författare) Up and down, light and heavy, fast and slow : but where? 2019 Ingår i: Physics Education. - : IOP Publishing Ltd.. - 0031-9120 .- 1361-6552. ; 54:2 Tidskriftsartikel (refereegranskat)abstract Vertical amusement rides let your body experience the tickling sensation of feeling light, but also feeling much heavier than as usual, due to velocity changes as you move up and down. Family rides offer different possibilities to visualize the forces that are experienced by your accelerating body. This paper presents a number of different ways to view and experience the motion in a small vertical amusement ride. A smartphone includes an accelerometer that can provide a graph of the forces acting during the ride. A movie from the smartphone camera lets students recall the motion which can then be analysed in more detail. The complementary representations may help students develop a deeper understanding of the relation between force and motion. The affordances of these different semiotic resources are analysed in some detail. In addition, we discuss responses from a number of students to questions about where you feel light and where you feel heavy. We find that the experience of the body is an underused resource in physics teaching.
20.	Gregorcic, Bor, doc. dr., et al. (författare) ChatGPT and the frustrated Socrates 2023 Ingår i: Physics Education. - : Institute of Physics Publishing (IOPP). - 0031-9120 .- 1361-6552. ; 58:3 Tidskriftsartikel (refereegranskat)abstract We present a case study of a conversation between ourselves and an artificial intelligence-based chatbot ChatGPT. We asked the chatbot to respond to a basic physics question that will be familiar to most physics teachers: 'A teddy bear is thrown into the air. What is its acceleration in the highest point?' The chatbot's responses, while linguistically quite advanced, were unreliable in their correctness and often full of contradictions. We then attempted to engage in Socratic dialogue with the chatbot to resolve the errors and contradictions, but with little success. We found that ChatGPT is not yet good enough to be used as a cheating tool for physics students or as a physics tutor. However, we found it quite reliable in generating incorrect responses on which physics teachers could train assessment of student responses.
21.	Gustavsson, Martin G H, et al. (författare) The Atomic Nucleus 2003 Ingår i: "Handbook of Molecular Physics and Quantum Chemistry". - : Wiley. ; , s. 477-484 Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract As molecules and heavy atoms get invoked for studies of fundamental interactions and properties, the demand for more accurate descriptions of the wavefunction within and close to the nucleus grow more stringent. With the generally increasing precision of quantum chemistry calculations, the simple point-nucleus approximation, resulting in the well-known Z=r potential, is no longer completely adequate. The inadequacy becomes more and more evident as quantum chemistry takes on the challenge of molecules including heavy, or even superheavy, atoms: For large Z, the behaviour close to the nucleus becomes too singular for a point nuclear charge, and for the\|still hypothetical\|case of Z > 137, the Dirac equation breaks down. For finite nuclear distributions, the possible range extends much further. Many properties depend on details of the nuclear structure. What are the alternatives for the nuclear distributions used in calculations? What are their advantages and disadvantages from a computational point of view? How should calculated results be presented in order to make possible meaningful comparisons between results obtained using different approaches? How much is known experimentally and how is that information best included in the calculations? These are a few of the questions addressed in this chapter. This chapter focuses mainly on the distribution of charge, which, however influences also other properties.
22.	Haglund, Jesper, 1973-, et al. (författare) Infrared cameras in science education 2016 Ingår i: Infrared Physics & Technology. - : Elsevier BV. - 1350-4495 .- 1879-0275. ; 75, s. 150-152 Tidskriftsartikel (refereegranskat)abstract Infrared cameras can be used in science education. The technology suits open-ended thermodynamics laboratory exercises in higher education. School children engage in instant inquiry of thermal phenomena.
23.	Hansson, Lena, 1975-, et al. (författare) Att arbeta med naturvetenskapens karaktär i NO-undervisningen 2014 Ingår i: LMNT-nytt. - 1402-0041. ; :2, s. 2-6 Tidskriftsartikel (populärvet., debatt m.m.)
24.	Hansson, Lena, et al. (författare) Att arbeta med naturvetenskapens karaktär i NO-undervisningen 2014 Ingår i: LMNT-nytt. - : Riksföreningen för lärarna i matematik, naturvetenskap och teknik. - 1402-0041. ; :2, s. 2-6 Tidskriftsartikel (populärvet., debatt m.m.)abstract Vad är naturvetenskap? Hur kommer naturvetenskaplig kunskap till? Hur säker är kunskapen? Vad är en naturvetenskaplig lag? Varför gör man experiment? Påverkas den nya kunskapen av samhället forskarna befinner sig i? Kan naturvetenskapen besvara alla frågor? Det här är frågor som kan sägas ha med naturvetenskapens karaktär att göra. Naturvetenskapens karaktär handlar alltså om vad naturvetenskap är, hur kunskapsprocessen ser ut och vad man kan säga om den naturvetenskapliga kunskapens status (hur säker den är, i vilken utsträckning den är eller kan vara objektiv etc.).
25.	Hansson, Lena, et al. (författare) Att arbeta med naturvetenskapens karaktär i NO-undervisningen 2014 Ingår i: LMNT-nytt. - 1402-0041. ; :2, s. 2-6 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
26.	Hansson, Lena, 1975-, et al. (författare) Att utgå från frågor och situationer i förskolans vardag : vilket naturvetenskapligt innehåll kan det leda till? 2014 Ingår i: NorDiNa. - 1504-4556 .- 1894-1257. ; 10:1, s. 77-89 Tidskriftsartikel (refereegranskat)abstract Identifying and building on children’s questions and everyday situations is often discussed as a basis for science learning in preschool. With a starting point in such questions and situations, children should be given the opportunity to investigate and search for answers. What questions and situations do preschool teachers identify as possible bases for science learning? What science content is present? To what extent are the questions possible to investigate for children and preschool teachers through experiments and observations or theoretical studies? The paper presents children’s questions and everyday situations that might form the basis for science learning, as identified by preschool teachers taking part in a science in-service training course. Based on a content analysis, we discuss possibilities and difficulties that preschool teachers may face in their practice when they try to use these questions and situations as a basis for science learning.
27.	Hansson, Lena, et al. (författare) Att utgå från frågor och situationer i förskolans vardag : vilket naturvetenskapligt innehåll kan det leda till? 2014 Ingår i: NorDiNaNordic Studies in Science Education. - 1504-4556. ; 10:1, s. 77-89 Tidskriftsartikel (refereegranskat)abstract Identifying and building on children’s questions and everyday situations is often discussed as a basis for science learning in preschool. With a starting point in such questions and situations, children should be given the opportunity to investigate and search for answers. What questions and situations do preschool teachers identify as possible bases for science learning? What science content is present? To what extent are the questions possible to investigate for children and preschool teachers through experiments and observations or theoretical studies? The paper presents children’s questions and everyday situations that might form the basis for science learning, as identified by preschool teachers taking part in a science in-service training course. Based on a content analysis, we discuss possibilities and difficulties that preschool teachers may face in their practice when they try to use these questions and situations as a basis for science learning.
28.	Hansson, Lena, et al. (författare) Att utgå från frågor och situationer i förskolans vardag: Vilket naturvetenskapligt innehåll kan det leda till? : Starting from questions and everyday situations in preschool: What kind of science content could that lead to? 2014 Ingår i: NorDiNa : Nordic Studies in Science Education. - 1504-4556. ; 10:1, s. 77-89 Tidskriftsartikel (refereegranskat)abstract Identifying and building on children's questions and everyday situations is often discussed as a basis for science learning in preschool. With a starting point in such questions and situations, children should be given the opportunity to investigate and search for answers. What questions and situations do preschool teachers identify as possible bases for science learning? What science content is present? To what extent are the questions possible to investigate for children and preschool teachers through experiments and observations or theoretical studies? The paper presents children's questions and everyday situations that might form the basis for science learning, as identified by preschool teachers taking part in a science in-service training course. Based on a content analysis, we discuss possibilities and difficulties that preschool teachers may face in their practice when they try to use these questions and situations as a basis for science learning.
29.	Hansson, Lena, 1975-, et al. (författare) Contemporary science as context for teaching nature of science : teachers’ development of popular science articles as a teaching resource 2019 Ingår i: Physics Education. - 0031-9120 .- 1361-6552. Tidskriftsartikel (refereegranskat)
30.	Hansson, Lena, et al. (författare) Contemporary science as context for teaching nature of science : Teachers' development of popular science articles as a teaching resource 2019 Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 54:5 Tidskriftsartikel (refereegranskat)abstract Most of the physics (as well as the other sciences) taught in school can be described as well-established or consensus science. This is the kind of science knowledge that was mostly developed over a century ago. The inclusion of contemporary science research in compulsory school science teaching could be justified from a variety of reasons: increasing students' interest and motivation; providing insights into modern research practice; and as a frame for teaching nature of science (NOS) perspectives. The present article focuses on the latter - contemporary science as a means to teach NOS. The article builds on data from an in-service teacher training course that focused on ways to include contemporary science in lower secondary physics education. Each course participant chose a research area, interviewed a scientist, and wrote a popular science article based on the interview. The article was written with secondary students (13-15 years old) as a target audience. By the end of the course the participants designed, implemented and evaluated a teaching unit which was based on the popular science article. The present article analyses what NOS perspectives that have been included in the popular science articles. The results show a high diversity of NOS aspects, which indicate a great potential for taking contemporary science research as a starting point for NOS teaching.
31.	Hansson, Lena, et al. (författare) Contemporary science in the lower secondary phyiscs classroom 2017 Konferensbidrag (refereegranskat)abstract Can contemporary science have a role in the classroom? While many students find contemporary science exciting, they often view school science as boring and uninteresting. Most of the physics taught in school was developed over a century ago and can be seen as well-established consensus science. Including discussions on contemporary research is one way to increase interest and motivation, and is also a way to provide students with possibilities to learn what research today could look like. It is also one way to teach general nature of science (NOS) perspectives, which have been argued to be important for many different reasons. In this presentation we will describe how a group of science teachers developed and implemented teaching sequences focusing on contemporary physics during in-service training. Each teacher chose a research area, interviewed a researcher, and wrote a popular science article aimed at secondary students (13-15 years old). Finally they designed, implemented and evaluated a teaching unit built around the popular science article. During the presentation we will describe the teachers’ experiences, the resources developed by them, and the kind of NOS perspectives included by the teachers.
32.	Hansson, Lena, et al. (författare) Contemporary science in the lower secondary phyiscs classroom 2017 Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract Can contemporary science have a role in the classroom? While many students find contemporary science exciting, they often view school science as boring and uninteresting. Most of the physics taught in school was developed over a century ago and can be seen as well-established consensus science. Including discussions on contemporary research is one way to increase interest and motivation, and is also a way to provide students with possibilities to learn what research today could look like. It is also one way to teach general nature of science (NOS) perspectives, which have been argued to be important for many different reasons. In this presentation we will describe how a group of science teachers developed and implemented teaching sequences focusing on contemporary physics during in-service training. Each teacher chose a research area, interviewed a researcher, and wrote a popular science article aimed at secondary students (13-15 years old). Finally they designed, implemented and evaluated a teaching unit built around the popular science article. During the presentation we will describe the teachers’ experiences, the resources developed by them, and the kind of NOS perspectives included by the teachers.
33.	Hansson, Lena, 1975-, et al. (författare) Examples of socio-scientific issues (SSI) in physics education : a development project at NRCF 2013 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
34.	Hansson, Lena, et al. (författare) Examples of socio-scientific issues (SSI) in physics education : a development project at NRCF 2013 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
35.	Hansson, Lena, 1975-, et al. (författare) Förskollärare lyssnar efter barns frågor med ett naturvetenskapligt innehåll 2012 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
36.	Hansson, Lena, et al. (författare) Förskollärare lyssnar efter barns frågor med ett naturvetenskapligt innehåll 2012 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
37.	Hansson, Lena, et al. (författare) Naturvetenskap med utgångspunkt i vardagliga situationer : hur förskollärare resonerar kring olika situationers lämplighet 2014 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
38.	Hansson, Lena, et al. (författare) Naturvetenskap med utgångspunkt i vardagliga situationer : hur förskollärare resonerar kring olika situationers lämplighet 2014 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
39.	Hansson, Lena, 1975-, et al. (författare) Naturvetenskapernas karaktär i klassrummet 2019 Ingår i: Från forskning till fysikundervisning. - Linköping : Linköpings universitet. - 9789179299804 ; , s. 23-31 Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract Vikten av att behandla naturvetenskapernas karaktär (’NatureofSci-ence’, NOS) i NO-undervisningen har länge lyfts fram i dennv-didak-tiska forskningslitteraturen. NOS är också del av många länders kurs-planer, däribland de svenska. Dock saknas traditioner i skolan att ar-beta med området och det finns ett behov av både undervisnings-material och exempel på hur en sådan undervisning kan se ut. Nation-ellt resurscentrum för fysik har arbetat med flera forsknings-och ut-vecklingsprojekt med koppling till NOS. Ett sätt har varit att lärare, inom ramen för fortbildningskurser, har provat att undervisa NOS och dela sina erfarenheter med andra lärare. I den här artikeln berättar vi om olika sätt att arbeta med NOS och tipsar om resurser i form avundervisningsmaterial ochtexter som kan tjäna som inspiration för dig som lärare
40.	Hansson, Lena, et al. (författare) Naturvetenskapernas karaktär i klassrummet 2019 Ingår i: Från forskning till fysikundervisning. - Linköping : Linköpings universitet. ; , s. 23-31 Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract Vikten av att behandla naturvetenskapernas karaktär (’NatureofSci-ence’, NOS) i NO-undervisningen har länge lyfts fram i dennv-didak-tiska forskningslitteraturen. NOS är också del av många länders kurs-planer, däribland de svenska. Dock saknas traditioner i skolan att ar-beta med området och det finns ett behov av både undervisnings-material och exempel på hur en sådan undervisning kan se ut. Nation-ellt resurscentrum för fysik har arbetat med flera forsknings-och ut-vecklingsprojekt med koppling till NOS. Ett sätt har varit att lärare, inom ramen för fortbildningskurser, har provat att undervisa NOS och dela sina erfarenheter med andra lärare. I den här artikeln berättar vi om olika sätt att arbeta med NOS och tipsar om resurser i form avundervisningsmaterial ochtexter som kan tjäna som inspiration för dig som lärare
41.	Hansson, Lena, 1975-, et al. (författare) Rutherford visits middle school : a case study on how teachers direct attention to the nature of science through a storytelling approach 2019 Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 54 Tidskriftsartikel (refereegranskat)abstract It has long been argued that nature of science (NOS) is an important part of science teaching. In the literature, many different approaches to NOS have been suggested. This article focuses on a storytelling approach, and builds on data from audio recordings from three middle-school (school year 6) classrooms. The three science classes are run by three science teachers who have been introduced to NOS and storytelling during a oneday workshop. These three teachers chose to tell the students a story about Ernest Rutherford. The stories told by the teachers, as well as the whole-class discussions afterwards, are analysed with respect to what NOS aspects were communicated. The results show that many different NOS aspects, such as the tentative nature of scientific models, empirical aspects of the scientific knowledge process, as well as human aspects of science, emerge in the context of the story about Rutherford and his work on the atomic model. The results indicate promising possibilities for storytelling as an approach to NOS teaching.
42.	Hansson, Lena, et al. (författare) Rutherford visits middle school : a case study on how teachers direct attention to the nature of science through a storytelling approach 2019 Ingår i: Physics Education. - : IOP Publishing Ltd.. - 0031-9120. ; 54 Tidskriftsartikel (refereegranskat)abstract It has long been argued that nature of science (NOS) is an important part of science teaching. In the literature, many different approaches to NOS have been suggested. This article focuses on a storytelling approach, and builds on data from audio recordings from three middle-school (school year 6) classrooms. The three science classes are run by three science teachers who have been introduced to NOS and storytelling during a oneday workshop. These three teachers chose to tell the students a story about Ernest Rutherford. The stories told by the teachers, as well as the whole-class discussions afterwards, are analysed with respect to what NOS aspects were communicated. The results show that many different NOS aspects, such as the tentative nature of scientific models, empirical aspects of the scientific knowledge process, as well as human aspects of science, emerge in the context of the story about Rutherford and his work on the atomic model. The results indicate promising possibilities for storytelling as an approach to NOS teaching.
43.	Hansson, Lena, 1975-, et al. (författare) Science learning starting in everyday situations : preschool teachers evaluate different situations’ suitability 2014 Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract This article takes a starting point in the idea that science in preschool would benefit from starting with children’s questions and situations in preschool everyday life. In a previous study preschool teachers have collected such questions and everyday situations in their own preschool practice. A content analysis was performed resulting in a number of different categories describing the potential science content. With the present study we want to contribute to a deepened understanding of how preschool teachers view the possibility to work with science starting from different kinds of questions and situations in preschool everyday life. The data were collected in focus group interviews with preschool teachers who were asked to evaluate different questions/situations (collected in the previous study) in respect to the extent they could work as starting points for science learning situations. The results show that the preschool teachers put forward different kinds of reasons when discussing whether or not the questions/situations could work as a starting point for science learning. These reasons are discussed in relation to policy documents as well as earlier results in the research field concerning science and preschool.
44.	Hansson, Lena, et al. (författare) Science learning starting in everyday situations : preschool teachers evaluate different situations’ suitability 2014 Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract This article takes a starting point in the idea that science in preschool would benefit from starting with children’s questions and situations in preschool everyday life. In a previous study preschool teachers have collected such questions and everyday situations in their own preschool practice. A content analysis was performed resulting in a number of different categories describing the potential science content. With the present study we want to contribute to a deepened understanding of how preschool teachers view the possibility to work with science starting from different kinds of questions and situations in preschool everyday life. The data were collected in focus group interviews with preschool teachers who were asked to evaluate different questions/situations (collected in the previous study) in respect to the extent they could work as starting points for science learning situations. The results show that the preschool teachers put forward different kinds of reasons when discussing whether or not the questions/situations could work as a starting point for science learning. These reasons are discussed in relation to policy documents as well as earlier results in the research field concerning science and preschool.
45.	Hayati, Hasti, et al. (författare) Jerk within the Context of Science and Engineering—A Systematic Review 2020 Ingår i: Vibration. - : MDPI AG. - 2571-631X. ; 3:4, s. 371-409 Forskningsöversikt (refereegranskat)abstract Rapid changes in forces and the resulting changes in acceleration, jerk and higher order derivatives can have undesired consequences beyond the effect of the forces themselves. Jerk can cause injuries in humans and racing animals and induce fatigue cracks in metals and other materials, which may ultimately lead to structure failures. This is a reason that it is used within standards for limits states. Examples of standards which use jerk include amusement rides and lifts. Despite its use in standards and many science and engineering applications, jerk is rarely discussed in university science and engineering textbooks and it remains a relatively unfamiliar concept even in engineering. This paper presents a literature review of the jerk and higher derivatives of displacement, from terminology and historical background to standards, measurements and current applications.
46.	Heintz, Verena, et al. (författare) Achterbahn fahren im Physikunterricht : Roller coasters in Physics Education 2009 Ingår i: Physik in unserer Zeit. - 1521-3943. ; 40:2, s. 90-95 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract Das Messen von Beschleunigungen und Höhen während einer Achterbahnfahrt bietet die Möglichkeit, den Physikunterricht anwendungsbezogen zu gestalten. Dieser Ansatz erlaubt einen erlebnisorientierten Zugang speziell im Bereich der oftmals als langweilig empfundenen Mechanik. Das Beispiel der Achterbahn Kanonen in Göteborg demonstriert die vielen Möglichkeiten der Datenauswertung. Außerdem generiert das eigenständige Experimentieren mit einem modernen Messsystem und die Datenauswertung mit Analyse am Computer einen zusätzlichen Lerneffekt.
47.	Holmström, Simon, et al. (författare) Gymnasiets laborationsundervisning i fysik : mellan tradition och ändrade styrdokument 2018 Ingår i: LUMAT. - 2323-7104 .- 2323-7112. ; 6:1, s. 1-19 Tidskriftsartikel (refereegranskat)abstract Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborationsundervisningen, vilket delvis kan relateras till en avsaknad av fortbildning.
48.	Holmström, Simon, et al. (författare) Gymnasiets laborationsundervisning i fysik : mellan tradition och ändrade styrdokument 2018 Ingår i: LUMAT Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö. - 2323-7104. ; 6:1, s. 1-19 Tidskriftsartikel (refereegranskat)abstract Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborationsundervisningen, vilket delvis kan relateras till en avsaknad av fortbildning.
49.	Holmström, Simon, et al. (författare) Gymnasiets laborationsundervisning i fysik – Vad påverkar lärares val av laborationer? 2019 Ingår i: LUMAT: International Journal on Math, Science and Technology Education. - 2323-7112. ; 7:1, s. 27-58 Tidskriftsartikel (refereegranskat)abstract What factors influence Swedish upper secondary teachers' laboratory teaching in physics? This is an issue raised by the curriculum reform of 2011 in Sweden. In this study, 17 teachers at four different upper secondary schools discussed their laboratory teaching in focus group interviews. Based on an analysis of these interviews, a supplementary survey of 66 teachers was conducted. Logic of events was used as an analytical tool to understand how different factors influence teachers' teaching. The results from the focus groups indicate that teachers appreciate laboratory work that 1) are based on simple equipment, 2) provide good values of constants, 3) laboratory exercises that the students like. In the survey, the syllabus emerged as a stronger factor of influence than in the focus groups – but, the results from both parts indicate that other factors than the syllabus play a larger role for teachers' choice and layout of laboratory work.
50.	Holmström, Simon Johan Erland, et al. (författare) Gymnasiets laboratorionsundervisning i fysik–mellan tradition och ändrade styrdokument: Laboratory work in upper secondary physics teaching–between tradition and curriculum reform 2018 Ingår i: LUMAT: International Journal on Math, Science and Technology Education. - 2323-7112. ; 6:1, s. 1-21 Tidskriftsartikel (refereegranskat)abstract Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborationsundervisningen, vilket delvis kan relateras till en avsaknad av fortbildning.

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