Abstract
The aim of this three-year study is to further contribute to the understanding of how relations between Reality – Theoretical models – Mathematics are communicated in different kinds of instructional situations (lectures, problem solving and labwork) in Swedish upper-secondary physics. A developed analytical framework from the pilot (Authors, 2015; 2019) is used to focus the analysis of the classroom communication on relations made (by teachers and students) between Reality – Theoretical models – Mathematics. The framework, results from an online survey to Swedish upper-secondary teachers on views of physics, mathematics and physics teaching, and results from classroom studies at upper secondary school during 2018 will be reported and discussed at the conference.
| Original language | English |
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| Publication status | Published - 2019 |
| Event | the 13th Conference of the European Science Education Research Association (ESERA), Bologna, Aug 26-30, 2019. - Duration: 1980-Jan-01 → … |
Conference
| Conference | the 13th Conference of the European Science Education Research Association (ESERA), Bologna, Aug 26-30, 2019. |
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| Period | 80-01-01 → … |
Swedish Standard Keywords
- Didactics (50302)
Keywords
- nature of science
- physics
- teaching practices