|Speciale, 3. modul, 2014, id:294|
|Findes på RUb:||Ja|
The aim of this thesis is to investigate quantitatively the expectation that physics students have more difficulties applying nomological than causal explanations during problem solving in physics. In a nomological explanation a phenomenon is explained from a general law under the circumstances present, and the phenomenon is a manifestation of this general law. In a causal explanation a phenomenon is explained by the causes for the phenomenon under the circumstances present. Nomological explanations are essential in physics, because they say something about the phenomena in relation to the world view of laws in physics. The theoretical framework of this study is ressource-based in the sense that it is designed to measure how a numner (N = 90) of physics students with the necessary domain-specific knowledge accessible manage to activate nomological and causal resources in two specific problem-solving situations, respectively. The respondents are at the undergraduate level at the end of their first year. In general, the respondents showed difficulties in solving the problems. Hence it was necessary to examine how they managed to solve the problems' constituent elements with nomological and causal solution frames, respectively. Here there was a tendency that the students displayed more difficulties applying nomological than causal reasoning.