Entry requirements

120 credits with 60 credits in physics and 15 credits in physics education. Proficiency in English equivalent to the Swedish upper secondary course English 6.

Learning outcomes

On completion of the course the student shall be able to:

• explain and discuss models and theoretical frameworks in physics education research.
• plan, implement and evaluate instruction in physics based on physics education research and relevant governing documents
• independently and in collaboration with others evaluate and develop instructional interventions in order to best stimulate each student's learning and development in the subject of physics
• plan and conduct an empirical research study on teaching and learning of physics.
• explain, discuss and relate to physics education research, orally and in writing, as a way to shed lightvon the  learning and teaching of physics.
• search, present and critically discuss subject-didactic literature in physics.

Content

Teaching and learning of physics, informed by the findings of physics education research. Historical development of physics ideas that carry special significance for physics teaching and learning. Student-centered approaches to physics education. Planning, implementation and evaluation of teaching in the subject of physics. Different theoretical approaches to students' understanding of physics content and student difficulties, and their application in physics teaching. The role and importance of student interest, motivation and metacognition in learning physics. Epistemological perspectives on learning in relation to scientific practices and ways of thinking. Physics education research in different areas of physics, for example: mechanics, thermodynamics, waves, optics, electromagnetism, astronomy and/or quantum mechanics.

Instruction

The course will be given as an interactive seminar based on the distributed reading materials.

Assessment

Written assignments during the course (5 hp), a written research plan for an empirical study and a written report on the implementation and findings of the study (5 hp) and the development and implementation of a written lesson plan on a selected topic in physics (5 hp).

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.