Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations

Abstract

This paper reports on the implementation of an upper secondary physics curriculum with an empirical-mathematical modelling approach. In project PHYS 21, we used the notion of multiple representations of physical phenomena as a framework for developing modelling activities for students. Interviews with project teachers indicate that implementation of empirical-mathematical modelling varied widely among classes. The new curriculum ideas were adapted to teachers’ ways of doing andreflecting on teaching and learning rather than radically changing these. Modelling was taken up as a method for reaching the traditional content goals of physics teaching, whereas goals related to process skills and the nature of science were given a lower priority by the teachers. Our results indicate that more attention needs to be focused on teachers’ and students’ meta-understanding of physics and physics learning.