Fysiken spelar roll! : Undervisning om hållbara energisystem, fokus på gymnasiekursen fysik A

Sammanfattning: This thesis will present the result from one main investigation (step 1) and two follow-up studies (step 2 and 3). The main study consists of an interpreting, iterative analysis of statements made by ‘experts’ on contents of education gathered from a questionnaire, which result in a subject-specific content for physics education on sustainable energy systems (SES) presented as a category system. The categories from Step 1 are used as means for analysis in step 2 and 3, which involve the study of educational material and one classroom analysis.The results show that the content of physics for upper secondary, in order for students to reach insight, should comprise certain physical concepts and relations not only in “limited contexts” but also in relation to greater contextual connections, in which problematisation and insight in solutions for the future is necessary. These parts should have a similar weight according to the statements of the experts. This is not to be found in either the typical educational material (textbooks) or in one studied classroom teaching example.