Publications -- Division for Physics Education Research

Articles, Books and Chapters in Books

  • Chapter in book

    Airey, John; Larsson, Johanna

    Developing Students’ Disciplinary Literacy?: The Case of University Physics

    Part of Global Developments in Literacy Research for Science Education, p. 357-376, 2018.

  • Article in journal

    Nygren, Thomas; Haglund, Jesper; Samuelsson, Robin; af Geijerstam, Åsa et al.

    Critical thinking in national tests across four subjects in Swedish compulsory school

    Part of Education Inquiry, 2018.

  • Article in journal

    Gregorcic, Bor; Etkina, Eugenia; Planinsic, Gorazd

    A New Way of Using the Interactive Whiteboard in a High School Physics Classroom: A Case Study

    Part of Research in science education, p. 465-489, 2018.

  • Article in journal

    Bruun, Jesper; Lindahl, Mats; Linder, Cedric

    Network analysis and qualitative discourse analysis of a classroom group discussion

    Part of International Journal of Research and Method in Education, 2018.

  • Book

    de Winter, James; Mark, Winterbottom

    Approaches to Learning and Teaching Science: A Tookit for International Teachers

    Cambridge University Press, 2018.

  • Article in journal

    Johansson, Anders; Andersson, Staffan; Salminen-Karlsson, Minna; Elmgren, Maja et al.

    “Shut up and calculate”: the available discursive positions in quantum physics courses

    Part of Cultural Studies of Science Education, p. 205-226, 2018.

  • Article in journal

    Adlarson, Patrik; Augustyniak, W.; Bardan, W.; Bashkanov, M. et al.

    Total and differential cross sections of η-production in proton–deuteron fusion for excess energies between Qη = 13 MeV and Qη = 81 MeV

    Part of Physics Letters B, p. 297-304, 2018.

  • Article in journal

    Johansson, Anders

    Negotiating intelligence, nerdiness, and status in physics master’s studies

    Part of Research in science education, 2018.

  • Article in journal

    Johansson, Anders

    Undergraduate quantum mechanics: lost opportunities for engaging motivated students?

    Part of European journal of physics, 2018.

  • Chapter in book

    Airey, John; Linder, Cedric

    Social Semiotics in University Physics Education

    Part of Multiple Representations in Physics Education, p. 95-122, 2017.

  • Article in journal

    Etkina, Eugenia; Gregorcic, Bor; Vokos, Stamatis

    Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

    Part of Physical Review Special Topics, 2017.

  • Article in journal

    Gregorcic, Bor; Planinsic, Gorazd; Etkina, Eugenia

    Doing science by waving hands: Talk, symbiotic gesture, and interaction with digital content as resources in student inquiry

    Part of Physical Review Special Topics, 2017.

  • Book

    Amin, Tamer G.; Jeppsson, Fredrik; Haglund, Jesper

    Conceptual metaphor and embodied cognition in science education

    Routledge, 2017.

  • Article in journal

    Netzell, Elisabeth; Jeppsson, Fredrik; Haglund, Jesper; Schönborn, Konrad J et al.

    Visualising energy transformations in electric circuits with infrared cameras

    Part of School Science Review, p. 19-22, 2017.

  • Chapter in book

    de Winter, James

    Teaching and Learning Physics

    Part of Science Education An International Course Companion, p. 311-324, 2017.

  • Article in journal

    Gregorcic, Bor; Bodin, Madelen

    Algodoo: A Tool for Encouraging Creativity in Physics Teaching and Learning

    Part of Physics Teacher, p. 25-28, 2017.

  • Article in journal

    Airey, John

    CLIL: Combining Language and Content

    Part of ESP Today, p. 297 297-302 302, 2017.

  • Article in journal

    Patron, Emelie; Wikman, Susanne; Edfors, Inger; Johansson-Cederblad, Brita et al.

    Teachers' reasoning: Classroom visual representational practices in the context of introductory chemical bonding

    Part of Science Education, p. 887-906, 2017.

  • Article in journal

    Haglund, Jesper

    Good use of a ‘bad’ metaphor: Entropy as disorder

    Part of Science & Education, p. 205-214, 2017.

  • Article in journal

    Haglund, Jesper; Hultén, Magnus

    Tension between visions of science education: The case of energy quality in Swedish secondary science curricula

    Part of Science & Education, p. 323-344, 2017.

  • Article in journal

    Airey, John; Lauridsen, Karen M.; Rasanen, Anne; Salo, Linus et al.

    The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?

    Part of Higher Education, p. 561-576, 2017.

  • Article in journal

    Haglund, Jesper; Melander, Emil; Weiszflog, Matthias; Andersson, Staffan et al.

    University physics students’ ideas of thermal radiation expressed in open laboratory activities using infrared cameras

    Part of Research in Science & Technological Education, p. 349-367, 2017.

  • Chapter in book

    Gregorcic, Bor

    Interactive Whiteboards as a Means of Supporting Students’ Physical Engagement and Collaborative Inquiry in Physics

    Part of Selected Papers from the 20th International Conference on Multimedia in Physics Teaching and Learning, p. 101-108, 2016.

  • Chapter in book

    de Winter, James; Inglis, Michael

    Enhancing Learning with Effective Practical Science 11-16

    Part of Physics: Session Guides, p. 183-251, 2016.

  • Article in journal

    Melander, Emil; Haglund, Jesper; Weiszflog, Matthias; Andersson, Staffan et al.

    More than meets the eye: Infrared cameras in open-ended university thermodynamics labs

    Part of Physics Teacher, p. 528-531, 2016.

  • Article in journal

    Netzell, Elisabeth; Haglund, Jesper; Schönborn, Konrad J; Jeppsson, Fredrik et al.

    Värmekameran: En laboration med fokus på elektriska kretsar

    Part of LMNT-nytt, p. 24-27, 2016.

  • Article in journal

    Haglund, Jesper; Jeppsson, Fredrik; Melander, Emil; Pendrill, Ann-Marie et al.

    Infrared cameras in science education

    Part of Infrared physics & technology, p. 150-152, 2016.

  • Article in journal

    Haglund, Jesper; Jeppsson, Fredrik; Schönborn, Konrad J.

    Taking on the heat: A narrative account of how infrared cameras invite instant inquiry

    Part of Research in science education, p. 685-713, 2016.

  • Article in journal

    Haglund, Jesper; Andersson, Staffan; Elmgren, Maja

    Language aspects of engineering students’ view of entropy

    Part of Chemistry Education Research and Practice, p. 489-508, 2016.

  • Chapter in book

    Airey, John

    EAP, EMI or CLIL?: (English for Academic Purposes, English Medium Instruction or Content and Language Integrated Learning)

    Part of Routledge Handbook of English for Academic Purposes, p. 71-83, 2016.

  • Article in journal

    Andersson, Staffan; Johansson, Anders

    Gender gap or program gap?: Students’ negotiations of study practice in a course in electromagnetism

    Part of Physical Review Physics Education Research, 2016.

  • Chapter in book

    Airey, John

    From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in English

    Part of English-Medium Instruction in European Higher Education, p. 157-176, 2015.

  • Article in journal

    Haglund, Jesper; Jeppsson, Fredrik; Schönborn, Konrad

    Värmekameror hjälper elever se naturfenomen

    Part of LMNT-nytt, p. 18-21, 2015.

  • Article in journal

    Andersson, Staffan

    Bitar av en lärarroll: "Jag är lite som ett utrotningshotat djur - jag är fysiklärare."

    Part of LMNT-nytt, p. 8-10, 2015.

  • Article in journal

    Moll, Rachel; Nielsen, Wendy; Linder, Cedric

    Physics Students' Social Media Learning Behaviours and Connectedness

    Part of International Journal of Digital Literacy and Digital Competence, p. 16-35, 2015.

  • Article in journal

    Heijkenskjöld, Filip

    Lampan, våra ögons krycka

    Part of Kosmos 2014 -2015, p. 19-28, 2015.

  • Article in journal

    Haglund, Jesper; Jeppsson, Fredrik; Hedberg, David; Schönborn, Konrad J et al.

    Thermal cameras in school laboratory activities

    Part of Physics Education, p. 424-430, 2015.

  • Article in journal

    Haglund, Jesper; Jeppsson, Fredrik; Hedberg, David; Schönborn, Konrad et al.

    Students’ framing of laboratory exercises using infrared cameras

    Part of Physical Review Special Topics, 2015.

  • Article in journal

    Lindahl, Mats; Linder, Cedric

    What’s natural about nature? Deceptive concepts in socio-scientific decision-making

    Part of European Journal of Science and Mathematics Education, p. 250-264, 2015.

  • Article in journal

    Gregorcic, Bor

    Exploring Kepler’s laws using an interactive whiteboard and Algodoo

    Part of Physics Education, p. 511-515, 2015.

  • Article in journal

    Edfors, Inger; Wikman, Susanne; Johansson Cederblad, Brita; Linder, Cedric et al.

    University students' reflections on representations in genetics and stereochemistry revealed by a focus group approach

    Part of NorDiNa, p. 169-179, 2015.

  • Article in journal

    Amin, Tamer G.; Jeppsson, Fredrik; Haglund, Jesper

    Conceptual metaphor and embodied cognition in science learning: Introduction to special issue

    Part of International Journal of Science Education, p. 745-758, 2015.

  • Article in journal

    Jeppsson, Fredrik; Haglund, Jesper; Amin, Tamer G.

    Varying use of conceptual metaphors across levels of expertise in thermodynamics

    Part of International Journal of Science Education, p. 780-805, 2015.

  • Article in journal

    Hedberg, David; Haglund, Jesper; Jeppsson, Fredrik

    Metaforer och analogier inom termodynamik i kemiläroböcker för gymnasiet

    Part of NorDiNa, p. 102-117, 2015.

  • Article in journal

    Fredlund, Tobias; Linder, Cedric; Airey, John

    A social semiotic approach to identifying critical aspects

    Part of International Journal for Lesson and Learning Studies, p. 302-316, 2015.

  • Article in journal

    Fredlund, Tobias; Linder, Cedric; Airey, John

    Towards addressing transient learning challenges in undergraduate physics: An example from electrostatics

    Part of European journal of physics, 2015.

  • Article in journal

    Fredlund, Tobias; Airey, John; Linder, Cedric

    Enhancing the possibilities for learning: Variation of disciplinary-relevant aspects in physics representations

    Part of European journal of physics, 2015.

  • Article in journal

    Haglund, Jesper; Andersson, Staffan; Elmgren, Maja

    Chemical engineering students’ ideas of entropy

    Part of Chemistry Education Research and Practice, p. 537-551, 2015.

  • Article in journal

    Bossér, Ulrika; Lundin, Mattias; Lindahl, Mats; Linder, Cedric et al.

    Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices

    Part of European Journal of Science and Mathematics Education, p. 159-176, 2015.

  • Article in journal

    Forsman, Jonas; Van den Bogaard, Maartje; Linder, Cedric; Fraser, Duncan et al.

    Considering student retention as a complex system: a possible way forward for enhancing student retention

    Part of European Journal of Engineering Education, p. 235-255, 2015.

  • Article in journal

    Haglund, Jesper; Jeppsson, Fredrik; Hedberg, David; Xie, Charles et al.

    Värmekameror gör det osynliga synligt

    Part of Venue, 2014.

  • Chapter in book

    Andersson, Staffan

    Privilegievandring: En väg mot insikt om normer och villkor

    Part of I stort och smått - med studenten i fokus, p. 177-185, 2014.

  • Chapter in book

    Andersson, Staffan; Pears, Arnold

    Ämnesdidaktisk forskning: Ett stöd för utbildningsexcellens

    Part of I stort och smått – med studenten i fokus, p. 241-249, 2014.

  • Chapter in book

    Forsman, Jonas; Andersson, Staffan

    Course Experience Questionnaire Map: Ett verktyg för identifiering av förändringar av undervisningsverksamhet?

    Part of I stort och smått - Med studenten i fokus, p. 67-79, 2014.

  • Article in journal

    Hill, Matthew; Sharma, Manjula; O' Byrne, John; Airey, John et al.

    Developing and Evaluating a Survey for Representational Fluency in Science

    Part of International Journal of Innovation in Science and Mathematics Education, p. 22-42, 2014.

  • Article in journal

    Eriksson, Urban; Linder, Cedric; Airey, John; Redfors, Andreas et al.

    Who needs 3D when the Universe is flat?

    Part of Science Education, p. 412-442, 2014.

  • Article in journal

    Forsman, Jonas; Moll, Rachel; Linder, Cedric

    Extending the theoretical framing for physics education research: An illustrative application of complexity science

    Part of Physical Review Special Topics, p. 020122-, 2014.

  • Article in journal

    Haglund, Jesper; Jeppsson, Fredrik; Andersson, Johanna

    Primary school children's ideas of mixing and of heat as expressed in a classroom setting

    Part of Journal of Baltic Science Education, p. 726-739, 2014.

  • Article in journal

    Eriksson, Urban; Linder, Cedric; Airey, John; Redfors, Andreas et al.

    Introducing the anatomy of disciplinary discernment: an example from astronomy

    Part of European Journal of Science and Mathematics Education, p. 167-182, 2014.

  • Article in journal

    Kuteeva, Maria; Airey, John

    Disciplinary differences in the use of English in higher education: reflections on recent language policy developments

    Part of Higher Education, p. 533-549, 2014.

  • Article in journal

    Forsman, Jonas; Linder, Cedric; Moll, Rachel; Fraser, Duncan et al.

    A new approach to modelling student retention through an application of complexity thinking

    Part of Studies in Higher Education, p. 68-86, 2014.

  • Article in journal

    Forsman, Jonas; Mann, Richard P.; Linder, Cedric; Van den Bogaard, Maartje et al.

    Sandbox University: Estimating Influence of Institutional Action

    Part of PLoS ONE, p. e103261-, 2014.

  • Article in journal

    Fredlund, Tobias; Linder, Cedric; Airey, John; Linder, Anne et al.

    Unpacking physics representations: towards an appreciation of disciplinary affordance

    Part of Physical Review Special Topics, 2014.

  • Article in journal

    Linder, Anne; Airey, John; Mayaba, Nokhanyo; Webb, Paul et al.

    Fostering Disciplinary Literacy? South African Physics Lecturers' Educational Responses to their Students' Lack of Representational Competence

    Part of African Journal of Research in Mathematics, Science and Technology Education, p. 242-252, 2014.

  • Chapter in book

    Airey, John

    Disciplinary literacy

    Part of Scientific literacy: teori och praktik, p. 41-58, 2013.

  • Chapter in book

    Fredlund, Tobias; Airey, John; Linder, Cedric

    Att välja lämpliga semiotiska resurser.

    Part of Scientific literacy: teori och praktik, p. 59-70, 2013.

  • Article in journal

    Linder, Cedric

    Disciplinary discourse, representation, and appresentation in the teaching and learning of science

    Part of European Journal of Mathematics and Science Education, p. 43-49, 2013.

  • Article in journal

    Enghag, Margareta; Forsman, Jonas; Linder, Cedric; MacKinnon, Alan et al.

    Using a disciplinary discourse lens to explore how representations afford meaning making in a typical wave physics course

    Part of International Journal of Science and Mathematics Education, p. 625-650, 2013.

  • Article in journal

    Friis Johannsen, Bjørn; Østerberg Rump, Camilla; Linder, Cedric

    Penetrating a wall of introspection: a critical attrition analysis.

    Part of Cultural Studies of Science Education, p. 87-115, 2013.

  • Article in journal

    Lindahl, Mats; Linder, Cedric

    Students’ Ontological Security and Agency in Science Education: An Example from Reasoning about the Use of Gene Technology

    Part of International Journal of Science Education, p. 2299-2330, 2013.

  • Article in journal

    Zeidler, Dana L.; Herman, Benjamin C.; Ruzek, Mitch; Linder, Anne et al.

    Cross-cultural epistemological orientations to socioscientific issues

    Part of Journal of Research in Science Teaching, p. 251-283, 2013.

  • Chapter in book

    Andersson, Staffan; Andersson Chronholm, Jannika; Gelin, Birgitta

    Avhopp och genomströmning: Hur ser det ut och vad kan man göra?

    Part of Universitetspedagogisk utveckling och kvalitet – i praktiken!, p. 127-146, 2012.

  • Chapter in book

    Andersson, Staffan; Andersson Chronholm, Jannika

    Akademisk integration - Hur kan man göra?

    Part of Universitetspedagogisk utveckling och kvalitet – i praktiken!, p. 45-68, 2012.

  • Chapter in book

    Andersson, Staffan

    Hearing the call for active student participation

    Part of Students, the university's unspent resource, p. 19-30, 2012.

  • Book

    Andersson, Staffan; Andersson Chronholm, Jannika

    Sinnrikt: En nyfiken bok om våra sinnen

    Uppsala universitet, 2012.

  • Article in journal

    Airey, John

    "I don't teach language": The linguistic attitudes of physics lecturers in Sweden

    Part of AILA Review, p. 64-79, 2012.

  • Article in journal

    Fredlund, Tobias; Airey, John; Linder, Cedric

    Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction

    Part of European journal of physics, p. 657-666, 2012.

  • Chapter in book

    Airey, John

    Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning

    Part of Dynamic content and language collaboration in higher education, p. 57-65, 2011.

  • Book

    Andersson, Staffan; Andersson Chronholm, Jannika; Jakobsson, Tobias; Larsson, Johan et al.

    Rangordningsövningar i naturvetenskap

    Uppsala universitet, 2011.

  • Chapter in book

    Andersson, Staffan

    Identitetsresan

    Part of Fler som Kan, p. 63-77, 2011.

  • Chapter in book

    Andersson Chronholm, Jannika

    Studievägledare och lärare har en nyckelroll

    Part of Fler som Kan, p. 78-90, 2011.

  • Chapter in book

    Airey, John; Linder, Cedric

    Bilingual Scientific Literacy

    Part of Exploring the Landscape of Scientific Literacy, p. 106-124, 2011.

  • Chapter in book

    Airey, John

    The relationship between teaching language and student learning in Swedish university physics

    Part of Language and learning in the international university, p. 3-18, 2011.

  • Book

    Andersson Chronholm, Jannika; Andersson, Staffan

    Lär för din framtid: så lyckas du med högskolestudier

    Studentlitteratur, 2011.

  • Article in journal

    Larsson, Johan; Andersson Chronholm, Jannika; Elmgren, Maja; Andersson, Staffan et al.

    Arbeta med rangordningsövningar

    Part of Högre Utbildning, p. 57-64, 2011.

  • Article in journal

    Airey, John

    Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language

    Part of Ibérica, p. 35-54, 2011.

  • Article in journal

    Airey, John

    The disciplinary literacy discussion matrix: A heuristic tool for initiating collaboration in higher education

    Part of Across the Disiplines, 2011.

  • Article in journal

    Thøgersen, Jacob; Airey, John

    Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style.

    Part of English for specific purposes (New York, N.Y.), p. 209-221, 2011.

  • Article in journal

    Linder, Cedric; Lippman Kung, Rebecca

    An exploratory study into the complexity of relations between physics lecturers' crafting of practice and students' expectations of quality teaching

    Part of Instructional science, p. 513-526, 2011.

  • Chapter in book

    Airey, John

    När undervisningsspråket ändras till engelska

    Part of Om undervisning på engelska, p. 57-64, 2010.

  • Chapter in book

    Andersson Chronholm, Jannika; Andersson, Staffan

    Erfarenheter av ett studentaktiverande kursupplägg.

    Part of Att undervisa med vetenskaplig förankring – i praktiken!, p. 92-102, 2010.

  • Chapter in book

    Danielsson, Anna

    Van kan lärare lära sig av ämnesdidaktisk forskning?: Exempel från en avhandling om fysik, lärande och genus.

    Part of Att undervisa med vetenskaplig förankring – i praktiken!, p. 170-171, 2010.

  • Chapter in book

    Andersson Chronholm, Jannika; Andersson, Staffan

    Introduktion till universitetsstudier: Studentintegration i praktiken.

    Part of Att undervisa med vetenskaplig förankring – i praktiken!, p. 60-67, 2010.

  • Chapter in book

    Andersson, Gabriella; Andersson, Staffan; Karis, Olof; Linder, Cedric et al.

    Aktiverande problemlösningsövningar i grupp.

    Part of Att undervisa med vetenskaplig förankring – i praktiken!, p. 103-113, 2010.

  • Chapter in book

    Forsman, Jonas; Andersson, Staffan

    Två teoretiska modeller för studentavhopp från universitetsutbildning.

    Part of Att undervisa med vetenskaplig förankring - i praktiken!, p. 81-90, 2010.

  • Chapter in book

    Forsman, Jonas; Andersson, Staffan; Andersson Chronholm, Jannika; Linder, Cedric et al.

    Disciplinära diskurser i naturvetenskap och matematik.

    Part of Att undervisa med vetenskaplig förankring – i praktiken!, p. 41-47, 2010.

  • Chapter in book

    Andersson, Staffan; Linder, Cedric

    Relations between motives, academic achievement and retention in the first year of a master programme in Engineering Physics.

    Part of Contemporary Science Education Research: Learning and Assessment., p. 123-128, 2010.

  • Chapter in book

    Airey, John; Linder, Cedric

    Tvåspråkig ämneskompetens? En studie av naturvetenskaplig parallellspråkighet i svensk högreutbildning.

    Part of Språkvård och språkpolitik, p. 195-212, 2010.

  • Article in journal

    Airey, John

    The ability of students to explain science concepts in two languages

    Part of Hermes - Journal of Language and Communication Studies, p. 35-49, 2010.

  • Article in journal

    Case, Jennifer; Marshall, Delia; Linder, Cedric

    Being a student again: a narrative study of a teacher's experience

    Part of Teaching in Higher Education, p. 423-433, 2010.

  • Article in journal

    Airey, John

    Estimating undergraduate bilingual scientific literacy in Sweden

    Part of International CLIL Research Journal, p. 26-35, 2009.

  • Article in journal

    Linder, Cedric; Fraser, Duncan

    Higher Education Science and Engineering: Generating Interaction with the Variation Perspective on Learning

    Part of Education as Change, p. 277-291, 2009.

  • Article in journal

    Danielsson, Anna

    Att bli fysiker – eller inte

    Part of Tentakel - en nättidning från vetenskapsrådet, ämnesrådet för naturvetenskap och teknikvetenskap, 2009.

  • Article in journal

    Collier-Reed, Brandon; Case, Jennifer; Linder, Cedric

    The experience of interacting with technological artefacts

    Part of European Journal of Engineering Education, p. 295-303, 2009.

  • Article in journal

    Fraser, Duncan; Linder, Cedric

    Teaching in higher education through the use of variation: examples from distillation, physics and process dynamics

    Part of European Journal of Engineering Education, p. 369-381, 2009.

  • Article in journal

    Ingerman, Åke; Linder, Cedric; Marshall, Delia

    The learners’ experience of variation: Following students’ threads of learning physics in computer simulation sessions

    Part of Instructional science, p. 273-292, 2009.

  • Article in journal

    Danielsson, Anna; Linder, Cedric

    Learning in physics by doing laboratory work: towards a new conceptual framework

    Part of Gender and Education, p. 129-144, 2009.

  • Article in journal

    Andersson, Staffan

    Using Historical Collections when Teaching a Broadened Science Curriculum

    Part of Rittenhouse - The Journal of the American Scientific Enterprise, p. 114-131, 2008.

  • Article in journal

    Bolton, Kim; Saalman, Elisabeth; Christie, Michael; Ingerman, Åke et al.

    SimChemistry as an active learning tool in chemical education.

    Part of Chemistry education, p. 277-284, 2008.

  • Article in journal

    Airey, John; Linder, Cedric

    A Disciplinary Discourse Perspective on University Science Learning: Achieving fluency in a critical constellation of modes

    Part of Journal of Research in Science Teaching, p. 27-49, 2008.

  • Article in journal

    Airey, John; Linder, Cedric

    Bilingual Scientific Literacy?: The Use of English in Swedish University Science Courses

    Part of Nordic Journal of English Studies, p. 145-161, 2008.

  • Article in journal

    Lippmann Kung, Rebecca; Linder, Cedric

    Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?

    Part of Metacognition and Learning, p. 41-56, 2007.

  • Conference proceedings (editor)

    Linder, Cedric; Östman, Leif; Wickman, Per-Olof

    Promoting Scientific Literacy: Science Education Research in Transaction

    2007.

  • Article in journal

    Kung, Rebecca; Linder, Cedric

    Improving students' self-assessment of numerical analysis projects.

    Part of Computing in Science and Engineering, p. 92-95, 2007.

  • Article in journal

    Linder, Cedric

    Mot bättre undervisning och lärande i fysik.

    Part of Fysikaktuellt, p. 23-, 2007.

  • Article in journal

    Danielsson, Anna

    Kvinnliga fysikstudenter tar avstånd från femininitet.

    Part of Fysikaktuellt, p. 10-, 2007.

  • Article in journal

    Eriksson, Urban; Lindegren, Lennart

    Limits of ultra-high-precision optical astrometry: stellar surface structures

    Part of Astronomy and Astrophysics, p. 1389-1400, 2007.

  • Article in journal

    Domert, Daniel; Airey, John; Linder, Cedric; Lippmann Kung, Rebecca et al.

    An exploration of university physics students' epistemological mindsets towards the understanding of physics equations

    Part of NorDiNa, p. 15-28, 2007.

  • Article in journal

    Ingerman, Åke; Linder, Cedric; Marshall, Delia; Booth, Shirley et al.

    Learning and the variation in focus among physics students when using a computer simulation

    Part of NorDiNa, p. 3-14, 2007.

  • Article in journal

    Ingerman, Åke; Booth, Shirley; Linder, Cedric

    Learning physics as a whole: On supporting students making sense of their studies

    Part of NorDiNa, p. 163-174, 2007.

  • Chapter in book

    Airey, John; Linder, Cedric

    Disciplinary learning in a second language: A case study from university physics

    Part of Researching Content and Language Integration in Higher Education, p. 161-171, 2007.

  • Article in journal

    Danielsson, Anna; Martinson, Indrek

    Anna Beckman och hennes vetenskapliga gärning

    Part of Kosmos, 2006.

  • Book

    Clark, Jonathan; Linder, Cedric

    Change in Science Teaching: Lessons from a South African Township Classroom

    Sense Publishers, Rotterdam, 2006.

  • Article in journal

    Pang, Ming-Fai; Linder, Cedric; Fraser, Duncan

    Beyond Lesson Studies and Design Experiments. Using theoretical tools in practice and finding out how they work.

    Part of International Review of Economics Education, p. 28-45, 2006.

  • Article in journal

    Fraser, D.; Linder, Cedric; Allison, S.; Coombes, H. et al.

    Using Variation to Enhance Learning in Engineering

    Part of International Journal of Engineering Education, p. p.102-108, 2006.

  • Article in journal

    Linder, Cedric; Fraser, Duncan; Ming-Fai, Pang

    Using a variation approach to enhance physics learning in a college classroom.

    Part of The Physics Teacher, p. 589-592, 2006.

  • Article in journal

    Lippmann Kung, Rebecca; Linder, Cedric

    University students' ideas about data processing and data comparison in a physics laboratory course

    Part of NorDiNa, p. 40-53, 2006.

  • Article in journal

    Airey, John

    När undervisningsspråket blir engelska

    Part of Språkvård, p. 20-25, 2006.

  • Article in journal

    Airey, John; Linder, Cedric

    Language and the Experience of Learning University Physics in Sweden

    Part of European journal of physics, p. 553-560, 2006.

  • Article in journal

    Domert, Daniel; Linder, Cedric; Ingerman, Åke

    Probability as a conceptual hurdle to understanding one-dimensional quantum scattering and tunneling

    Part of European Journal of Physics, p. 47-59, 2005.

  • Article in journal

    Streicher, S.J.; West, K.; Fraser, D.M.; Case, J.M. et al.

    Learning through Simulation: Student Engagement

    Part of Chemical Engineering Education, p. 288-295, 2005.

  • Article in journal

    Marshall, Delia; Linder, Cedric

    Students’ Expectations of Teaching in Undergraduate Physics.

    Part of International Journal of Science Education, p. p. 1255-1268, 2005.

  • Article in journal

    Kung, Rebecca; Kung, Peter; Linder, Cedric

    Equipment issues regarding the collection of video data for research.

    Part of Physics Review: Special Topics Physics Education Research, p. p.1-9, 2005.

  • Article in journal

    Kung, Rebecca

    Teaching the concepts of measurement: An example of a concept-based laboratory course.

    Part of American Journal of Physics, p. 771-777, 2005.

  • Chapter in book

    Holtman, L.; Marshall, D.; Linder, Cedric

    Widening (Epistemological) Access: Two Undergraduate Science Courses.

    Part of Curriculum Responsiveness - case studies in higher education, p. p.185-216, 2004.

  • Article in journal

    Danielsson, Ulf H.; Domert, Daniel; Olsson, Martin E.

    Puzzles and resolutions of information duplication in de Sitter space

    Part of Physical Review D, 2003.

  • Chapter in book

    Buck, Peter; Goedhart, Martin; Gräber, Wolfgang; Kaper, Wolter et al.

    On the methodology of 'phenomenography' as a science education research tool

    Part of Science Education Research in the Knowledge-Based Society, p. 31-41, 2003.

  • Article in journal

    Linder, C.; Marshall, D.

    Reflection and phenomenography: towards theoretical and educational development possibilities

    Part of Learning and Instruction, p. 271-284, 2003.

  • Doctoral thesis, comprehensive summary
    Häggsalen, 10132, Ångströmlaboratoriet, Lägerhyddsvägen 1, Uppsala 2018-10-05 09:15

    Johansson, Anders

    The formation of successful physics students: Discourse and identity perspectives on university physics

    Abstract

    In university physics education, unequal student participation has always been an issue. An example is the fact that men constitute 70–80% of the student body in most countries. In recent years, physics education research has started to explore issues of participation, diversity, and identity, but more research and theoretical and methodological development is needed. The work presented in this thesis adopts a discursive perspective on students’ physics identity, building on developments in gender studies and related fields. Focusing on several important steps in physics education, the study explores what it means to become a physicist by asking how norms about being a successful physics student are constructed in the discourses of the education. The methodology is qualitative and interpretative, using participant observation and interviews to explore classroom discourse and student narratives. These theoretical and methodological tools combined with a detailed focus on physics education practice, provide a framework for a deeper understanding of identity in physics. A general conclusion of this study is that physics courses, when taught from a narrow physics perspective, may limit the possibilities for identification for many students. For example, engineering students on less physics-oriented programmes had difficulties seeing electromagnetism as significant for their vocational identity. Similar results occurred in quantum mechanics, where a strong focus on calculating can alienate some students. Concurrent with the particular appeal that quantum mechanics can have in attracting students to physics, a mismatch between expectations and course practice can cause an identity crisis for students investing in an identity as a quantum physicist. For physics master’s students, finding a place in physics meant negotiating norms about intelligence and “nerdiness”. These common and gendered stereotypical attributions for physicists took on specific significance in relation to subject choice in physics. More theoretical and pure physics directions were implicitly accorded higher status and seen as requiring more intelligence, but at the same time could also be positioned as more nerdy. The study’s outcomes provide input to physics instructors and departments who want to develop more inclusive and diverse physics education, as well as theoretical and methodological resources for further research.

  • Doctoral thesis, comprehensive summary
    Häggsalen (Å10132), Ångströmlaboratoriet, Uppsala 2015-10-02 09:00

    Forsman, Jonas

    Complexity Theory and Physics Education Research: The Case of Student Retention in Physics and Related Degree Programmes

    Abstract

    This thesis explores the use of complexity theory in Physics Education Research as a way to examine the issue of student retention (a university’s ability to retain its students). University physics education is viewed through the concepts of nestedness and networked interactions. The work presented in this thesis covers two main aspects from a complexity theory perspective: (1) institutional action to enhance student retention; and, (2) the role of students’ in-course interaction networks. These aspects are used to reframe student retention from a complexity theory perspective, as well as to explore what implications this new perspective affords. The first aspect is addressed by conceptualizing student retention as an emergent phenomenon caused by both agent and component interaction within a complex system. A methodology is developed to illustrate a networked visualization of such a system using contemporary estimation methods. Identified limitations are discussed. To exemplify the use of simulations of complex systems, the networked system created is used to build a simulation of an “ideal” university system as well as a Virtual world for hypothesis-testing. The second aspect is divided into two sections: Firstly, an analysis of processes relating to how students’ in-course networks are created is undertaken. These networks are divided into two relevant components for student retention – the social and the academic. Analysis of these two components of the networks shows that the formation of the networks is not a result of random processes and is thus framed as a function of the core constructs of student retention research – the social and academic systems. Secondly, a case is made that students’ structural positions in the social and academic networks can be related to their grade achievement in the course.

  • Doctoral thesis, comprehensive summary
    10132, Lägerhyddsvägen 1, Uppsala 2015-05-13 09:00

    Fredlund, Tobias

    Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics

    Abstract

    This thesis examines meaning-making in three different areas of undergraduate physics: the refraction of light; electric circuits; and, electric potential and electric potential energy. In order to do this, a social semiotic perspective was constituted for the thesis to facilitate the analysis of meaning-making in terms of the semiotic resources that are typically used in the teaching and learning of physics. These semiotic resources include, for example, spoken and written language, diagrams, graphs, mathematical equations, gestures, simulations, laboratory equipment and working practices.

    The empirical context of the thesis is introductory undergraduate physics where interactive engagement was part of the educational setting. This setting presents a rich data source, which is made up of video- and audio recordings and field notes for examining how semiotic resources affect physics teaching and learning.

    Theory building is an integral part of the analysis in the thesis, which led to the constitution of a new analytical tool – patterns of disciplinary-relevant aspects. Part of this process then resulted in the development of a new construct, disciplinary affordance, which for a discipline such as physics, refers to the inherent potential of a semiotic resource to provide access to disciplinary knowledge. These two aspects, in turn, led to an exploration of new empirical and theoretical links to the Variation Theory of Learning.

    The implications of this work for the teaching and learning of physics means that new focus is brought to the physics content (object of learning), the semiotic resources that are used to deal with that content, and how the semiotic resources are used to create patterns of variation within and across the disciplinary-relevant aspects. As such, the thesis provides physics teachers with new and powerful ways to analyze the semiotic resources that get used in efforts to optimize the teaching and learning of physics. 

  • Doctoral thesis, comprehensive summary
    Polhemsalen (Å10134), Ångströmlaboratoriet, Uppsala 2014-12-11 09:00

    Eriksson, Urban

    Reading the Sky: From Starspots to Spotting Stars

    Abstract

    This thesis encompasses two research fields in astronomy: astrometry and astronomy education and they are discussed in two parts. These parts represent two sides of a coin; astrometry, which is about constructing 3D representations of the Universe, and AER, where for this thesis, the goal is to investigate university students’ and lecturers’ disciplinary discernment vis-à-vis the structure of the Universe and extrapolating three-dimensionality.

    Part I presents an investigation of stellar surface structures influence on ultra-high-precision astrometry. The expected effects in different regions of the HR-diagram were quantified. I also investigated the astrometric effect of exoplanets, since astrometric detection will become possible with projects such as Gaia. Stellar surface structures produce small brightness variations, influencing integrated properties such as the total flux, radial velocity and photocenter position. These properties were modelled and statistical relations between the variations of the different properties were derived. From the models it is clear that for most stellar types the astrometric jitter due to stellar surface structures is expected to be of order 10 μAU or greater. This is more than the astrometric displacement typically caused by an Earth-sized exoplanet in the habitable zone, which is about 1–4 μAU, making astrometric detection difficult.

    Part II presents an investigation of disciplinary discernment at the university level. Astronomy education is a particularly challenging experience for students because discernment of the ‘real’ Universe is problematic, making interpretation of the many disciplinary-specific representations used an important educational issue. The ability to ‘fluently’ discern the disciplinary affordances of these representations becomes crucial for the effective learning of astronomy. To understand the Universe I conclude that specific experiences are called. Simulations could offer these experiences, where parallax motion is a crucial component. In a qualitative study, I have analysed students’ and lecturers’ discernment while watching a simulation video, and found hierarchies that characterize the discernment in terms of three-dimensionality extrapolation and an Anatomy of Disciplinary Discernment. I combined these to define a new construct: Reading the Sky. I conclude that this is a vital competency needed for learning astronomy and suggest strategies for how to implement this in astronomy education.

  • Doctoral thesis, monograph
    Polhemsalen, Ångströmlaboratoriet, Lägerhyddsvägen 1, Polacksbacken, Uppsala 2009-02-27 09:30

    Airey, John

    Science, Language, and Literacy: Case Studies of Learning in Swedish University Physics

    Abstract

    This thesis presents an investigation of undergraduate student learning with respect to physics lectures attended in English and Swedish. The work studies three connected areas: student learning patterns, bilingual scientific literacy and disciplinary discourse.

    Twenty-two physics students at two Swedish universities attended lectures in both English and Swedish as part of their regular undergraduate programme. These lectures were video-taped and used to contextualize in-depth, semi-structured interviews with students.

    When taught in English the students asked and answered fewer questions and reported be-ing less able to simultaneously follow the lecture and take notes. Students adapted to being taught in English by; asking questions after the lecture, no longer taking notes in class, read-ing sections of work before class or—in the worst case—by using the lecture for mechanical note taking.

    Analysis of student oral descriptions of the lecture content in both languages identified a small number of students who found it almost impossible to speak about disciplinary concepts in English. These students were first-years who had not been taught in English before. How-ever, the findings suggest that, above a certain threshold level of disciplinary language com-petence, it does not appear to matter which language students are taught in.

    Finally, the thesis makes a theoretical contribution to educational research. The initial lan-guage perspective is broadened to include a wide range of semiotic resources that are used in the teaching of undergraduate physics. Student learning is then characterized in terms of becoming fluent in a disciplinary discourse. It is posited that in order to achieve an appropri-ate, holistic experience of any given disciplinary concept, students will need to become fluent in a critical constellation of disciplinary semiotic resources.

  • Doctoral thesis, monograph
    Polhemssalen, Ångströmlaboratoriet, Lägerhyddsvägen 1, Uppsala 2009-04-24 10:15

    Danielsson, Anna T

    Doing Physics - Doing Gender: An Exploration of Physics Students' Identity Constitution in the Context of Laboratory Work

    Abstract

    In Sweden today women are greatly under-represented within university physics and the discipline of physics is also symbolically associated with men and masculinity. This motivates in-depth investigations of issues of physics, learning and gender.

    This thesis explores how physics students' simultaneously constitute the practice of physics as enacted in student and research laboratories and their physicist identities in relation to this practice. In particular, it focuses on how these constitutions can be understood as gendered. Previously, physics education research has often limited 'gender perspective' to focusing on comparisons between man and woman students, whereas this study conceptualises gender as an aspect of social identity constitution. A point of departure for the thesis is the theoretical framework which combines situated learning theory and post-structural gender theory. This framework allows for a simultaneous analysis of how students 'do physics' and 'do gender', thereby making a theoretical contribution to physics education research.

    In the empirical study twenty-two undergraduate and graduate physics students were interviewed about their physics studies, with a particular focus on laboratory work.

    The analytical outcomes of the study illustrate a wide variety of possible identity constitutions and possible ways of constituting the physicist community of practice. For example, the students expressed conflicting interpretations of what are suitable practices in the student laboratory in terms of the value of practical versus analytical skills. The boundaries of the physicist community of practice are constituted in relation to, for example, other disciplines, interdisciplinary practices and a traditional femininity practice. Thus, the thesis demonstrates the complexity in physics students gendered negotiations of what it can mean to be a physicist.

    The ambition of the thesis is further to promote discussions about gender and physics, by engaging readers in critical reflections about the practice of physics, and, thus, to inform the teaching practice of physics.

  • Doctoral thesis, comprehensive summary
    Polhemssalen, Ångströmlaboratoriet, Uppsala 2006-12-04 14:15

    Domert, Daniel

    Explorations of University Physics in Abstract Contexts: From de Sitter Space to Learning Space

    Abstract

    This is a thesis which contributes to research in two different fields: theoretical physics and physics education research. The common link between these two research areas is that both involve explorations of abstract physics and mathematical representations, but from different perspectives.

    The first part of this thesis is situated in theoretical physics. Here a cosmological scenario is explored where a de Sitter phase is replaced with a phase described with a scale factor a(t) ~ tq, where 1/3<1. This scenario could be viewed as an inflationary toy model, and is shown to open up the possibility of an information paradox. This potential paradox is resolved even in the worst case scenario by showing that the time scales involved for such a paradox to occur is of the order of magnitude of the recurrence time for the de Sitter space.

    The second part of this thesis is situated in physics education research. A number of learning situations that are experienced as abstract by students are explored: probability in one dimensional quantum tunnelling; the mindsets that students adopt towards understanding physics equations used in typical teaching scenarios; and what students focus on when presented with physics equations. The results for the quantum scattering study are four phenomenographic categories of description, for the mind sets study, six epistemological components of mindsets and for the focus on physics equations study, three foci creating five levels of increasing complexity of ways of experiencing physics equations.  Pedagogical implications of these results are discussed.

  • Doctoral thesis, comprehensive summary
    Rum 10132 (Häggsalen), Ångströmlaboratoriet, Uppsala 2002-09-27 13:15

    Adawi, Tom W.

    From Branes to Brains: On M-theory and Understanding Thermodynamics

    Abstract

    This thesis is concerned with research in both physics and physics education, and is divided into two parts.

    Part I

    String theory has been the leading candidate over the past few years for a theory that unifies all the fundamental forces of nature. The fundamental objects are one-dimensional strings whose vibrational modes should correspond to the usual elementary particles. However, the recent discovery of the profound role played by extended solitonic objects in string theory, referred to as p-branes, has questioned the foundational position of the string itself. A key ingredient in these developments is the notion of duality, a symmetry which provides a handle on non-perturbative physics. As a result, all five string theories, as well as eleven-dimensional supergravity, are but special limits of a conjectural theory, referred to as M-theory. In this part of the thesis, various aspects of p-branes with relevance for M-theory are investigated. Special emphasis is given to the interpretation of p-branes as solitons. Furthermore, some of the features of the superembedding approach to describe p-brane dynamics are examined.

    Part II

    There is now a consensus among educational researchers that it is essential to gain a better understanding of how people understand key concepts in physics in order to improve teaching and learning in physics. This part of the thesis reports on a phenomenographic study investigating the qualitatively different ways in which lay adults, taking an introductory overview course in physics, understand the concepts of heat and temperature. Implications for teaching the topics in higher education forms an essential component of the analysis. This is followed by a theoretical component that draws on the empirical analysis as a contribution to the development of the notion of context in phenomenographic research.

Dissertations (Doctoral Theses)

  • Doctoral thesis, comprehensive summary
    Häggsalen, 10132, Ångströmlaboratoriet, Lägerhyddsvägen 1, Uppsala 2018-10-05 09:15

    Johansson, Anders

    The formation of successful physics students: Discourse and identity perspectives on university physics

    Abstract

    In university physics education, unequal student participation has always been an issue. An example is the fact that men constitute 70–80% of the student body in most countries. In recent years, physics education research has started to explore issues of participation, diversity, and identity, but more research and theoretical and methodological development is needed. The work presented in this thesis adopts a discursive perspective on students’ physics identity, building on developments in gender studies and related fields. Focusing on several important steps in physics education, the study explores what it means to become a physicist by asking how norms about being a successful physics student are constructed in the discourses of the education. The methodology is qualitative and interpretative, using participant observation and interviews to explore classroom discourse and student narratives. These theoretical and methodological tools combined with a detailed focus on physics education practice, provide a framework for a deeper understanding of identity in physics. A general conclusion of this study is that physics courses, when taught from a narrow physics perspective, may limit the possibilities for identification for many students. For example, engineering students on less physics-oriented programmes had difficulties seeing electromagnetism as significant for their vocational identity. Similar results occurred in quantum mechanics, where a strong focus on calculating can alienate some students. Concurrent with the particular appeal that quantum mechanics can have in attracting students to physics, a mismatch between expectations and course practice can cause an identity crisis for students investing in an identity as a quantum physicist. For physics master’s students, finding a place in physics meant negotiating norms about intelligence and “nerdiness”. These common and gendered stereotypical attributions for physicists took on specific significance in relation to subject choice in physics. More theoretical and pure physics directions were implicitly accorded higher status and seen as requiring more intelligence, but at the same time could also be positioned as more nerdy. The study’s outcomes provide input to physics instructors and departments who want to develop more inclusive and diverse physics education, as well as theoretical and methodological resources for further research.

  • Doctoral thesis, comprehensive summary
    Häggsalen (Å10132), Ångströmlaboratoriet, Uppsala 2015-10-02 09:00

    Forsman, Jonas

    Complexity Theory and Physics Education Research: The Case of Student Retention in Physics and Related Degree Programmes

    Abstract

    This thesis explores the use of complexity theory in Physics Education Research as a way to examine the issue of student retention (a university’s ability to retain its students). University physics education is viewed through the concepts of nestedness and networked interactions. The work presented in this thesis covers two main aspects from a complexity theory perspective: (1) institutional action to enhance student retention; and, (2) the role of students’ in-course interaction networks. These aspects are used to reframe student retention from a complexity theory perspective, as well as to explore what implications this new perspective affords. The first aspect is addressed by conceptualizing student retention as an emergent phenomenon caused by both agent and component interaction within a complex system. A methodology is developed to illustrate a networked visualization of such a system using contemporary estimation methods. Identified limitations are discussed. To exemplify the use of simulations of complex systems, the networked system created is used to build a simulation of an “ideal” university system as well as a Virtual world for hypothesis-testing. The second aspect is divided into two sections: Firstly, an analysis of processes relating to how students’ in-course networks are created is undertaken. These networks are divided into two relevant components for student retention – the social and the academic. Analysis of these two components of the networks shows that the formation of the networks is not a result of random processes and is thus framed as a function of the core constructs of student retention research – the social and academic systems. Secondly, a case is made that students’ structural positions in the social and academic networks can be related to their grade achievement in the course.

  • Doctoral thesis, comprehensive summary
    10132, Lägerhyddsvägen 1, Uppsala 2015-05-13 09:00

    Fredlund, Tobias

    Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics

    Abstract

    This thesis examines meaning-making in three different areas of undergraduate physics: the refraction of light; electric circuits; and, electric potential and electric potential energy. In order to do this, a social semiotic perspective was constituted for the thesis to facilitate the analysis of meaning-making in terms of the semiotic resources that are typically used in the teaching and learning of physics. These semiotic resources include, for example, spoken and written language, diagrams, graphs, mathematical equations, gestures, simulations, laboratory equipment and working practices.

    The empirical context of the thesis is introductory undergraduate physics where interactive engagement was part of the educational setting. This setting presents a rich data source, which is made up of video- and audio recordings and field notes for examining how semiotic resources affect physics teaching and learning.

    Theory building is an integral part of the analysis in the thesis, which led to the constitution of a new analytical tool – patterns of disciplinary-relevant aspects. Part of this process then resulted in the development of a new construct, disciplinary affordance, which for a discipline such as physics, refers to the inherent potential of a semiotic resource to provide access to disciplinary knowledge. These two aspects, in turn, led to an exploration of new empirical and theoretical links to the Variation Theory of Learning.

    The implications of this work for the teaching and learning of physics means that new focus is brought to the physics content (object of learning), the semiotic resources that are used to deal with that content, and how the semiotic resources are used to create patterns of variation within and across the disciplinary-relevant aspects. As such, the thesis provides physics teachers with new and powerful ways to analyze the semiotic resources that get used in efforts to optimize the teaching and learning of physics. 

  • Doctoral thesis, comprehensive summary
    Polhemsalen (Å10134), Ångströmlaboratoriet, Uppsala 2014-12-11 09:00

    Eriksson, Urban

    Reading the Sky: From Starspots to Spotting Stars

    Abstract

    This thesis encompasses two research fields in astronomy: astrometry and astronomy education and they are discussed in two parts. These parts represent two sides of a coin; astrometry, which is about constructing 3D representations of the Universe, and AER, where for this thesis, the goal is to investigate university students’ and lecturers’ disciplinary discernment vis-à-vis the structure of the Universe and extrapolating three-dimensionality.

    Part I presents an investigation of stellar surface structures influence on ultra-high-precision astrometry. The expected effects in different regions of the HR-diagram were quantified. I also investigated the astrometric effect of exoplanets, since astrometric detection will become possible with projects such as Gaia. Stellar surface structures produce small brightness variations, influencing integrated properties such as the total flux, radial velocity and photocenter position. These properties were modelled and statistical relations between the variations of the different properties were derived. From the models it is clear that for most stellar types the astrometric jitter due to stellar surface structures is expected to be of order 10 μAU or greater. This is more than the astrometric displacement typically caused by an Earth-sized exoplanet in the habitable zone, which is about 1–4 μAU, making astrometric detection difficult.

    Part II presents an investigation of disciplinary discernment at the university level. Astronomy education is a particularly challenging experience for students because discernment of the ‘real’ Universe is problematic, making interpretation of the many disciplinary-specific representations used an important educational issue. The ability to ‘fluently’ discern the disciplinary affordances of these representations becomes crucial for the effective learning of astronomy. To understand the Universe I conclude that specific experiences are called. Simulations could offer these experiences, where parallax motion is a crucial component. In a qualitative study, I have analysed students’ and lecturers’ discernment while watching a simulation video, and found hierarchies that characterize the discernment in terms of three-dimensionality extrapolation and an Anatomy of Disciplinary Discernment. I combined these to define a new construct: Reading the Sky. I conclude that this is a vital competency needed for learning astronomy and suggest strategies for how to implement this in astronomy education.

  • Doctoral thesis, monograph
    Polhemsalen, Ångströmlaboratoriet, Lägerhyddsvägen 1, Polacksbacken, Uppsala 2009-02-27 09:30

    Airey, John

    Science, Language, and Literacy: Case Studies of Learning in Swedish University Physics

    Abstract

    This thesis presents an investigation of undergraduate student learning with respect to physics lectures attended in English and Swedish. The work studies three connected areas: student learning patterns, bilingual scientific literacy and disciplinary discourse.

    Twenty-two physics students at two Swedish universities attended lectures in both English and Swedish as part of their regular undergraduate programme. These lectures were video-taped and used to contextualize in-depth, semi-structured interviews with students.

    When taught in English the students asked and answered fewer questions and reported be-ing less able to simultaneously follow the lecture and take notes. Students adapted to being taught in English by; asking questions after the lecture, no longer taking notes in class, read-ing sections of work before class or—in the worst case—by using the lecture for mechanical note taking.

    Analysis of student oral descriptions of the lecture content in both languages identified a small number of students who found it almost impossible to speak about disciplinary concepts in English. These students were first-years who had not been taught in English before. How-ever, the findings suggest that, above a certain threshold level of disciplinary language com-petence, it does not appear to matter which language students are taught in.

    Finally, the thesis makes a theoretical contribution to educational research. The initial lan-guage perspective is broadened to include a wide range of semiotic resources that are used in the teaching of undergraduate physics. Student learning is then characterized in terms of becoming fluent in a disciplinary discourse. It is posited that in order to achieve an appropri-ate, holistic experience of any given disciplinary concept, students will need to become fluent in a critical constellation of disciplinary semiotic resources.

  • Doctoral thesis, comprehensive summary
    Polhemssalen, Ångströmlaboratoriet, Uppsala 2006-12-04 14:15

    Domert, Daniel

    Explorations of University Physics in Abstract Contexts: From de Sitter Space to Learning Space

    Abstract

    This is a thesis which contributes to research in two different fields: theoretical physics and physics education research. The common link between these two research areas is that both involve explorations of abstract physics and mathematical representations, but from different perspectives.

    The first part of this thesis is situated in theoretical physics. Here a cosmological scenario is explored where a de Sitter phase is replaced with a phase described with a scale factor a(t) ~ tq, where 1/3<1. This scenario could be viewed as an inflationary toy model, and is shown to open up the possibility of an information paradox. This potential paradox is resolved even in the worst case scenario by showing that the time scales involved for such a paradox to occur is of the order of magnitude of the recurrence time for the de Sitter space.

    The second part of this thesis is situated in physics education research. A number of learning situations that are experienced as abstract by students are explored: probability in one dimensional quantum tunnelling; the mindsets that students adopt towards understanding physics equations used in typical teaching scenarios; and what students focus on when presented with physics equations. The results for the quantum scattering study are four phenomenographic categories of description, for the mind sets study, six epistemological components of mindsets and for the focus on physics equations study, three foci creating five levels of increasing complexity of ways of experiencing physics equations.  Pedagogical implications of these results are discussed.

  • Doctoral thesis, comprehensive summary
    Rum 10132 (Häggsalen), Ångströmlaboratoriet, Uppsala 2002-09-27 13:15

    Adawi, Tom W.

    From Branes to Brains: On M-theory and Understanding Thermodynamics

    Abstract

    This thesis is concerned with research in both physics and physics education, and is divided into two parts.

    Part I

    String theory has been the leading candidate over the past few years for a theory that unifies all the fundamental forces of nature. The fundamental objects are one-dimensional strings whose vibrational modes should correspond to the usual elementary particles. However, the recent discovery of the profound role played by extended solitonic objects in string theory, referred to as p-branes, has questioned the foundational position of the string itself. A key ingredient in these developments is the notion of duality, a symmetry which provides a handle on non-perturbative physics. As a result, all five string theories, as well as eleven-dimensional supergravity, are but special limits of a conjectural theory, referred to as M-theory. In this part of the thesis, various aspects of p-branes with relevance for M-theory are investigated. Special emphasis is given to the interpretation of p-branes as solitons. Furthermore, some of the features of the superembedding approach to describe p-brane dynamics are examined.

    Part II

    There is now a consensus among educational researchers that it is essential to gain a better understanding of how people understand key concepts in physics in order to improve teaching and learning in physics. This part of the thesis reports on a phenomenographic study investigating the qualitatively different ways in which lay adults, taking an introductory overview course in physics, understand the concepts of heat and temperature. Implications for teaching the topics in higher education forms an essential component of the analysis. This is followed by a theoretical component that draws on the empirical analysis as a contribution to the development of the notion of context in phenomenographic research.

Dissertations (Licentiate theses)

  • Licentiate thesis, comprehensive summary
    Polhemsalen, Ångströmlaboratoriet, Lägerhyddsvägen 1, Uppsala 2015-12-18 10:15

    Johansson, Anders

    Uniformity in physics courses and student diversity: A study of learning to participate in physics

    Abstract

    This licentiate thesis describes an investigation of participation and achievement in undergraduate physics courses with a discourse analytical lens. Issues of unequal participation have been a growing concern for the physics education research community. At the same time, these issues have not been explored to any large extent using already developed theoretical tools from fields of social science and humanities. This thesis builds on earlier studies in physics education research but crosses disciplinary boundaries to bring in perspectives from gender studies. The two papers use a discourse theoretical framework to explore what it might mean to participate in physics, whether that is one’s primary subject or not, in courses in electromagnetism and quantum physics. A general conclusion that can be drawn from these empirical studies is that physics courses may often be taught from a narrow physics perspective, and that this may limit the possibilities for identification for many students. For instance, engineering students whose main area was not physics failed to see much significance in studying electromagnetism and then just “studied to pass”. Additionally, students on physics programmes may find that the limited positions in quantum physics which can be characterized as mainly focused on “calculating”, are hard to reconcile with their interest in physics. Using a discourse perspective, I broaden this critique to a discussion of the culture of physics: What does it mean to become a physicist and what physics culture follows from different “productions” of physicists? These results inform continued research in physics education by raising issues of identity and providing critical frameworks for exploring them. They also point to the importance of including broad views of physics in courses. Critically examining participation in physics, this thesis aims at widening the discussion and provide new ways to talk about these issues in physics education research.

  • Licentiate thesis, comprehensive summary
    Ångström Laboratory, Uppsala 2013-02-22 10:15

    Fredlund, Tobias

    Exploring physics education using a social semiotic perspective: the critical role of semiotic resources

  • Licentiate thesis, monograph
    Häggsalen, Ångströmlaboratoriet, Uppsala 2011-11-22 13:15

    Forsman, Jonas

    Exploring using complexity thinking to extend the modelling of student retention in higher education physics and engineering

  • Licentiate thesis, monograph
    Polhemsalen, Department of Physics, Uppsala University, Uppsala 2007-06-13 13:15

    Johannsen, Bjørn Friis

    Attrition in University Physics: a narrative study of individuals reacting to a collectivist environment

  • Licentiate thesis, comprehensive summary
    2007-05-02 10:00

    Falk, Johan

    Students' depictions of quantum mechanics: a contemporary review and some implications for research and teaching

    Abstract

    This thesis presents a comprehensive review of research into students’ depictions of quantum mechanics. A taxonomy to describe and compare quantum mechanics education research is presented, and this taxonomy is used to highlight the foci of prior research. A brief history of quantum mechanics education research is also presented. Research implications of the review are discussed, and several areas for future research are proposed. In particular, this thesis highlights the need for investigations into what interpretations of quantum mechanics are employed in teaching, and that classical physics – in particular the classical particle model – appears to be a common theme in students’ inappropriate depictions of quantum mechanics. Two future research projects are presented in detail: one concerning interpretations of quantum mechanics, the other concerning students’ depictions of the quantum mechanical wave function.This thesis also discusses teaching implications of the review. This is done both through a discussion on how Paper 1 can be used as a resource for lecturers and through a number of teaching suggestions based on a merging of the contents of the review and personal teaching experience.

  • Licentiate thesis, monograph
    Polhemsalen, Department of Physics, Uppsala University, Uppsala 2007-03-06 10:00

    Danielsson, Anna

    The gendered doing of physics: a conceptual framework and its application for exploring undergraduate physics students' identity formation in relation to laboratory work

  • Licentiate thesis, monograph

    The Scholarship of Teaching and Learning

    A Study of the Crafting of Teaching Practice in University Physics Dominicus, Liselott

  • Licentiate thesis, monograph
    2006-05-17 09:30

    Airey, John

    Physics Students' Experiences of the Disciplinary Discourse Encountered in Lectures in English and Swedish

  • Licentiate thesis, monograph

    An exploration of abstract physics in the spirit of the scholarship of teaching

    Domert, Daniel