Carl Angell

Carl Angell
University of Oslo · Department of Physics

PhD

About

33
Publications
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690
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Publications

Publications (33)
Book
Fysikkdidaktikk 2. utgave gir en helhetlig framstilling av fysikk som undervisningsfag i norsk utdanningssystem og er et unikt verktøy for alle fysikklærere og fysikklærerstudenter. Boka dekker et stort spenn av temaer, fra fysikkens historie og egenart som vitenskapsfag til hva som kjennetegner elevers forhold til faget, og hvordan læreren kan hje...
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Because of its abstract nature, Albert Einstein’s theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a coll...
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Calls for renewal of physics education include more varied learning activities and increased focus on qualitative understanding and history and philosophy of science (HPS) aspects. We have studied an innovative approach implementing such features in quantum physics in traditional upper secondary physics classrooms in Norway. Data consists of 11 foc...
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Quantum physics describes light as having both particle and wave properties; however, there is no consensus about how to interpret this duality on an ontological level. This article explores how pre-university physics students, while working with learning material focusing on historical-philosophical aspects of quantum physics, interpreted the wave...
Chapter
This study aimed at developing teaching material and strategies emphasising representations and modelling in upper secondary physics teaching. Representations are tools for modelling and understanding representations and how these can be manipulated is therefore believed to be a prerequisite for developing modelling skills. The study, accordingly,...
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Quantum physics and relativity are demanding for teachers and students, but have the potential for students to experience physics as fascinating and meaningful. Project ReleQuant engaged in educational design research to improve teaching and learning in these topics in Norwegian upper secondary schools. The paper focuses on the first cycle of devel...
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In this article, we discuss how quantum physics and relativity can be taught in upper secondary school, in ways that promote conceptual understanding and philosophical reflections. We present the ReleQuant project, in which web-based teaching modules have been developed. The modules address competence aims in the Norwegian national curriculum for p...
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The TIMSS (Trends in International Mathematics and Science Study) survey carried out in 2011 showed that Norwegian 8th graders reversed a declining trend in science achievement that had lasted almost two decades. However, the only sub-topic that contributed significantly to this turn-around was astronomy. The aim of this study is to explore factors...
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As students advance in their learning of physics over the course of their education, the requirement of mathematical applications in physics-related tasks increases, especially so in upper secondary school and in higher education. Yet there is little empirical work (particularly large-scale or longitudinal) on the application of mathematics in phys...
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In later years, computational perspectives have become essential parts in several of the University of Oslo’s natural science studies. In this paper we discuss some main findings from a qualitative study of the computational perspectives’ impact on the students’ work with their first course in physics– mechanics – and their learning and meaning mak...
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TIMSS Advanced 2008 is an international comparative study, and deals with examining student achievement in mathematics and physics in the final year at upper secondary school. The theme of this article is to look at how Norwegian and Swedish students performed in physics in 2008 compared to the study conducted in 1995. The results from the TIMSS Ad...
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This article tries to understand and interpret the reasons behind the marked decline in the TIMSS Advanced physics achievement test for students taking advanced physics courses at secondary school level in Norway and Sweden. Since it is not easy to identify a single reason that might have caused this decline, an attempt is made to explore possible...
Article
The use of electronic audience response systems (ARS) in undergraduate science instruction is increasing. In this article, we argue for combining such a teaching approach with a more active use of student small-group discussions, demonstrating with examples from a Norwegian physics course how 'talking physics' is central to the development of under...
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This paper reports on the implementation of an upper secondary physics curriculum with an em- pirical-mathematical modelling approach. In project PHYS 21, we used the notion of multiple repre- sentations of physical phenomena as a framework for developing modelling activities for students. Interviews with project teachers indicate that implementati...
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In this paper we describe a teaching approach focusing on modelling in physics, emphasizing scientific reasoning based on empirical data and using the notion of multiple representations of physical phenomena as a framework. We describe modelling activities from a project (PHYS 21) and relate some experiences from implementation of the modelling app...
Article
The purpose of the study was to determine the typical teaching methods used in upper secondary physics in Finland and Norway and how students would like to study physics. Moreover, the further aim of seeing how certain background variables may explain students' desire to study their chosen specialist subject, physics or social science (humanities),...
Chapter
Full-text available
The TIMSS (Third International Mathematics and Science Study) tests have not only an achievement aspect ("How much do they know?") but also an important diagnostic aspect ("What do they know?"). The aim of this paper is to demonstrate how the diagnostic perspective can be brought into focus when analysing the results of individual TIMSS items. In a...
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Developing the Trends in International Mathematics and Science Study (TIMSS) Advanced 2008 Assessment Frameworks was a collaborative venture involving mathematics and physics experts from around the world. The document contains two frameworks for implementing TIMSS Advanced 2008--one for advanced mathematics and one for physics. It also contains an...
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There is widespread concern for the situation of school physics regarding recruitment, contents, teaching methods, etc. In this study based on questionnaire and focus group data, we explore how upper secondary pupils and teachers perceive physics as a subject, how they experience physics instruction, and how physics compares to other subjects.Our s...
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An experiment easy to carry out using modern information technology (data-logging) equipment is presented. At the same time we show an example of how to implement some knowledge about models and hypotheses in physics education.
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In this paper, we argue that modelling should be given a more prominent role in physics education based on two lines of argument. First, school physics should reflect the model-like nature of scientific knowledge and knowledge production; second, we argue that modelling is a fruitful approach to the teaching and learning of physics. We have employe...
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In this paper we report initial findings from a longitudinal study following the development in knowledge and expertise of beginner physics teachers in the first three years of their teaching experience. The focus of this paper and at this stage of our research programme is on the knowledge that beginning and expert physics teachers exhibit when re...
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During the 1990s, there was a worldwide discussion about the decreasing interest in science and technology studies on all levels. Much research has been organised to clarify what might affect student motivation to study science and, in particular, physics. The answers to what might motivate students are typically sought by investigating their inter...
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We present a rationale and a framework for empirical-mathematical modelling in upper secondary physics, and report on a project focused on empirical- mathematical modelling in Norwegian physics classrooms. The project particularly aims to give students experience with the many forms of representations applied in models of physical reality.
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Full-text available
The TIMSS - 1995 tests have not only an achievement aspect, but also an important diagnostic aspect. The aim of this paper is to demonstrate how the diagnostic perspective can be brought into focus when analysing the results of individual TIMSS items. Some TIMSS items (both multiple choice and free response items) from the Physics Specialists Test...
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Full-text available
Physics, more than the other sciences, tends to use modelling as a research tool. Contemporary physics research is basically concerned with developing and improving mathematical models, from the atomic nucleus to the universe. Developing and comprehending models of physical phenomena involves working with multiple representations as conceptual, pic...

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Projects

Project (1)
Project
ReleQuant develops digital, research-based learning resources in general relativity and quantum physics for upper secondary physics. Practicing physics teachers as well as physics teacher students are included in the project through ReleQuant Competence. ReleQuant combines: - development of digital learning resources - research on pupils' learning processes and motivation in physics - research on how the collaboration develops competence in the involved practitioner groups: teacher students, teachers and researchers