Sammanfattning
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.
| Originalspråk | Engelska |
|---|---|
| Status | Publicerad - 2019 |
| Evenemang | the 13th Conference of the European Science Education Research Association (ESERA), Bologna, Aug 26-30, 2019. - Varaktighet: 1980-jan.-01 → … |
Konferens
| Konferens | the 13th Conference of the European Science Education Research Association (ESERA), Bologna, Aug 26-30, 2019. |
|---|---|
| Period | 80-01-01 → … |
Nationell ämneskategori
- Didaktik (50302)