Christopher Robin Samuelsson
PhD student at Department of Physics and Astronomy, Physics Education Research
- Email:
- christopher.robin.samuelsson[AT-sign]physics.uu.se
- Telephone:
- +4618-471 3544, +46-72 9999374
- Visiting address:
- Ångströmlaboratoriet, Lägerhyddsvägen 1
- Postal address:
- Box 516
751 20 UPPSALA
I am currently doing research in physics didactics with a focus on thermodynamics didactics (students' understanding of phase transitions and calorimetry). My research has mainly focused on students' reasoning (which intuitions/exemplars students use), communication (which talk types students use) and practice (the equipment the students use) that is productive in laboratory teaching that involves phase transitions and/or calorimetry. Several of my studies have concerned students' use of thermal imaging cameras in laboratory sessions in physics and chemistry. I have a background as a high school teacher in chemistry and mathematics (as well as a bachelor's and master's degree in applied mathematics) and as a student I co-founded the teachers' science association (LärNat) at Uppsala University. Before that, I also studied at the Department of Peace and Conflict Research and co-founded ICRG to organize bachelor's students at the department. The basic idea of LärNat (and also ICRG) was that the association (now a section association of the student union) would serve as a platform for community and collaboration between student teachers in the natural sciences (teacher students are students at the TekNat faculty). My interest in educational issues within the teacher program, more specifically what is given at the subject departments as subject didactic teaching, as well as a previous work in chemistry didactics, motivated me to apply for a doctoral position in subject didactics at TekNat.
My research focus on the teaching and learning of thermodynamics. My current studies investigate the use of IR cameras for supporting learning in laboratory practice. In addition, I explore how students' reasoning when encountering phenomena involving phase transitions can be explained through cognitive resources such as exemplars and p-prims.
I am a member of the research school in subject education at Uppsala University (UpRiSE).
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