| dc.description.abstract | In physics, toy models are often used in popular science contexts. Further, toy
models have also been used to communicate some important principles of abstract
phenomena qualitatively. One such example can be found in the 1989 Nobel laureate
Wolfgang Paul’s Nobel lecture. Previous research on models in science education
has identified that using models and engaging students in model development
could improve learning outcomes. However, an important issue is making model
development meaningful for students in similar ways that scientists can use models
and the modelling process to learn. This thesis investigates the usefulness of
a toy model of the Paul trap, the mechanical Paul trap, for the upper secondary
physics classroom. To do this, two studies were conducted, considered part of one
design experiment. The first study investigated the mechanical Paul trap and its
similarities and differences to a linear Paul trap to develop a physical model and
a simulation for the design experiment. The second study used a design-based research
approach, guided by variation theory, to conduct a mixed-method study developing
a laboratory exercise and investigating how students interacted with and
what learning was made possible using the mechanical Paul trap. The laboratory
exercise was developed over three phases, consisting of three to five laboratory sessions
each. Results from the first study provided suggestions for constructing an
accessible and affordable physical model of the mechanical Paul trap. In addition,
it resulted in the development of two similar simulations but in different online
environments. The second study identified patterns of variation, highlighting critical
steps where struggling and successful lab groups differed. One example is that
it was critical to discern the threshold frequency as a step to discern the rotational
frequency-trapping time relation. Further, findings also support the argument that
the level of openness in laboratory exercises should be chosen deliberately by the
teacher, with both the current groups of students and the complexity of the laboratory
exercise at hand. Finally, it contributes to the discussion regarding the use
of models in physics education by exemplifying how working with models can better
help students understand the limitations and use cases of different models in
physics. | |
