Research on teaching and learning in Physics and Chemistry in NorDiNa Papers

Forfattere

  • Päivi Kinnunen Aalto University
  • Jarkko Lampiselkä University of Helsinki
  • Veijo Meisalo University of Helsinki
  • Lauri Malmi Aalto University

DOI:

https://doi.org/10.5617/nordina.907

Emneord (Nøkkelord):

pedagogical focus, didactic triangle, literature, typology

Sammendrag

This article provides an overview of teaching and learning processes in research on physics and chemistry education published in NorDiNa 2005–2013. Using the didactic triangle as our theoretical framework we developed a typology to analyse the data and used this to categorise 89 related research papers, from all levels of education (primary, secondary and tertiary). The results suggest that students’ characteristics, their understanding of the content and learning outcomes are studied frequently. In contrast, science teachers are studied much less. Most papers reported studies that had been done at the teaching organisation level. Course level studies and society level studies were also frequent. However, international level studies were few in this data pool. We conclude by discussing less popular research topics in the science education field.

Forfatterbiografier

Päivi Kinnunen, Aalto University

School of Science

Department of Computer Science and Engineering

Jarkko Lampiselkä, University of Helsinki

Department of Teacher Education

University of Helsinki

Veijo Meisalo, University of Helsinki

Department of Teacher Education

University of Helsinki

Lauri Malmi, Aalto University

Department of Computer Science and Engineering

School of Science

Aalto University

Nedlastinger

Publisert

2016-04-27

Utgave

Vol 12 Nr. 1 (2016)

Seksjon

Articles

Lisens

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