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

Research output: Contribution to journalArticle

Details

Original languageEnglish
Pages (from-to)3-20
JournalNORDINA: NORDIC STUDIES IN SCIENCE EDUCATION
Volume12
Issue number1
StatePublished - 2016
MoE publication typeA1 Journal article-refereed

Researchers

Research units

  • University of Helsinki

Abstract

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.

    Research areas

  • physics education , chemistery education instructional process, didactic triangle, research process, pedagogical focu, literature, typology

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