I am a theoretical physicist turned educator and researcher in physics education. My main interests, besides the unanswered questions about the cosmos, are related to my work in Research Section for Physics Education:
- Motivation for learning physics
- Active learning in physics education
- Equity in physics education
Teaching:
FYS1120 - Electromagnetism
FYS3120 - Classical mechanics and electrodynamics
HON1000 – Cross-Disciplinary Thematic Focus for Honours Students
Background:
2016-2018: Teach First Candidate, Teach First Norway
2014-2016: M.Sc. Theoretical Particle Physics, University Of Oslo
Tags:
Physics,
Physics education,
physics teacher education
Publications
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Lauvland, Anders; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline
(2021).
Motivation Profiles Among First-Year Physics Students.
Show summary
Students with different degrees and types of motivation have different needs to become and stay engaged in
physics learning. In this study, we conducted a survey among N=318 first-year university students
measuring their motivations for learning physics. Expectancy-Value Theory was used to operationalize
motivation and determine a five factor model for students’ motivation to learn physics. Three motivational
profiles were identified based on factor scores. The highly motivated students were associated with high
interest, utility and attainment value to learn physics. This group also had low scores on the costs associated
with learning physics, and high expectation of success. The moderately motivated students had mean scores
of interest, utility, attainment, cost and expectation for success close to the mean of the entire group. And
lastly, the less motivated students showed a lower degree of motivation across all factors, in addition to
associating higher costs with learning physics. Students from three study program categories (Physics
bachelor, Engineering, and Other) and from both genders were represented in each cluster, though not
evenly distributed. In the highly motivated cluster, male students and physics bachelor students were
overrepresented, whereas female students and engineering students were overrepresented in the less
motivated cluster. The moderately motivated cluster had a more balanced distribution of study programs
and genders. The results suggest that physics teaching needs to support and develop different motivations,
paying special attention to less motivated students who require more support to stay engaged. We call for
more research into how different learning activities interact with motivation for a broad range of students,
and how teaching can better support their engagement
-
Lauvland, Anders; Odden, Tor Ole; Bøe, Maria Vetleseter & Henriksen, Ellen Karoline
(2019).
Learning assistants' transformed views on teaching and the teacher role after a training program.
View all works in Cristin
Published
Aug. 19, 2019 2:50 PM
- Last modified
Jan. 28, 2021 11:48 AM