arXiv subjects

Ake Ingerman

Publications and source records attributed to Ake Ingerman.

3 recordsLinked to original sources

arXiv2004

Making sense of studying physics

With an investigation into how students in a physics Master of science program make sense of their whole first year study experience in one of the years following a programme reform, we try to offer insights and advice to consider when involved in similar changes. We conclude and argue that by trying to support the students' in making sense of their studying in terms of physics and empowering them in their understanding of the nature of physics and their study situation, both the potential for productive, meaningful and positive learning of physics as something which is relevant in the students life, and the way in which the students analyse and make sense of things they encounter, both physically and academically, are advanced.

physics.ed-ph↗

arXiv2004

Learning-focuses in physics simulation learning situations

This is a report on a qualitative study of students' learning where a physics computer simulation session is used to supplement lectures on the topic. Drawing on phenomenography as the analytical framework, the students' learning-focuses were analysed. The result is a description of four distinctly different learning-focuses that emerged when the students involved in the study interacted with the computer simulations. These learning-focuses were then analysed in terms of the level of interaction, the nature of physics knowledge and views of learning experienced by the students. These results were then used to identify advantages and disadvantages of learning through interaction with simulations.

physics.ed-ph↗

arXiv1999

Making sense of Physics in the first year of study

We address the question "How do students make sense of Physics from the point of view of constituting physics knowledge?". A phenomenographic study is described as a result of which we present six qualitatively different ways in which students experience the first year of Physics. The variation is analysed in terms of the structure of experience, the nature of knowlege and an ethical aspect related to the identification of authority. Three of these ways of experiencing the first year are considered to be unproductive in terms of making sense of physics, while the other three support, to an increasing degree, the formation of a well-grounded physics knowledge object. Implications for practice are considered.

physics.ed-ph↗