CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Formativ planering: Elevers lärande i fysik genom kontinuerlig återkoppling
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2019 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesisAlternative title
Formative planning : Students learning in physics through continuous feedback (English)
Abstract [sv]

Både nationella och internationella undersökningar visar att svenska elevers studieresultat i fysik har försämrats. Syftet med denna studie är att undersöka om elever kan få bättre studieresultat om deras arbete enligt kursplaneringen kontrolleras kontinuerligt så att de är i fas med planeringen. Genom att kontrollera kontinuerligt får man dels möjlighet att upptäcka elever som halkar efter men också hur bra undervisningen har tagits emot av eleverna. Undersökningen gjordes i två parallella gymnasieklasser som läste grundkursen i fysik och pågick mellan två provtillfällen. Båda klasserna hade samma lärare, kursbok, kursplanering och prov. Ur planeringen valdes några grundläggande uppgifter och tilldelades ena klassen medan den andra utgjorde kontrollgrupp. Testgruppseleverna fick sina lösningar kontrollerade och fick återkoppling. Effektstorleken av interventionen bestämdes och jämfördes med referensgruppens. Resultatet visade att testgruppen hade fått bättre studieresultat efter ingreppet. Även om resultatet är signifikant så är det för osäkert med tanke på antalet elever (16 st) som deltog i studien för att kunna generaliseras. Eftersom deltagandet i undersökningen var frivilligt och icke-betygsgrundande så var antalet inlämningar inte så många som det hade förväntats. Arbetet är tidskrävande både ur elev- och lärarperspektiv men synliggör varför lärare bör kontrollera sina elever och hur detta kan genomföras.

Abstract [en]

Swedish and international studies show that Swedish students' results in physics have deteriorated. The aim of this study is to investigate whether students can achieve better study results if their work according to the course planning is checked continuously so that they are in phase with the planning. By continuously checking, one gets the opportunity to discover students who are lagging behind but also to see how the teaching has been absorbed by the students more generally. The study was done in two parallel upper secondary classes studying the basic course in physics and occurred between two test periods. Both classes had the same teacher, course book, course plan and exams. A few basic tasks where selected and assigned from the course plan and given to the test group but not to the control group. The test group students got their solutions checked and got feedback. The effect size of this intervention was measured and compared to the control group. The result showed that the test group had achieved a better result after the intervention. Even if the result was significant, it is too uncertain to be generalized, in view of the small sample size (16 students) who participated in the study. As participation in the survey was voluntary and non-grading, the number of submissions was not as many as it had been expected. The approach is time consuming both for teacher and student, but it makes visible why teachers should check their students and how this can be implemented.

Place, publisher, year, edition, pages
2019. , p. 38
Keywords [en]
Effect size, problem solving, student monitoring, formative assessment, course planning, feedback, homework, physics, high school
Keywords [sv]
Effektstorlek, problemlösning, elevuppföljning, formativ bedömning, planering, återkoppling, läxor, fysik, gymnasiet
National Category
Educational Sciences Physical Sciences
Identifiers
URN: urn:nbn:se:su:diva-172672OAI: oai:DiVA.org:su-172672DiVA, id: diva2:1348997
Supervisors
Examiners
Available from: 2019-10-20 Created: 2019-09-06 Last updated: 2019-10-20Bibliographically approved

Open Access in DiVA

fulltext(3510 kB)9 downloads
File information
File name FULLTEXT01.pdfFile size 3510 kBChecksum SHA-512
99fff893c81cecbfd85e84dd1cb1d95bc978060a3f0f8a1d0974cd58006f22d3bbc661d0106d0a2536d8c9fd5e1957694323e9e8b563782382a015c00a9b50c1
Type fulltextMimetype application/pdf

By organisation
Department of Mathematics and Science Education
Educational SciencesPhysical Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 9 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 73 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf