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Denna undersökning har som syfte att bidra till ökad förståelse av astronomiundervisningensplats i den Svenska gymnasieskolan. Huvudmålet med undersökningen har varit att söka svarpå de fyra följande forskningsfrågorna: Vilken plats får astronomin i undervisningen?, Inkluderarlärarna elevernas astronomikunskaper när de sätter slutbetyg i kursen?, Skiljer det sigmycket mellan olika lärares undervisning? och Upplever lärarna några särskilda svårigheter medatt undervisa i astronomi?. Studien har även haft ett bisyfte att genomföra en översättning avdiagnostestet ADT 2.0 från engelska till svenska. Detta för att möjliggöra en användning försvenska gymnasielärare. Som metod valdes en webbaserad enkätstudie att utföras. Totalt settdeltog 23 ämneslärare i fysik, varav 20 deltagande svarade på enkäten och tre respondenterdeltog i förberedande intervjuer. Antalet deltagande är inte tillräckligt för att någon slutsatsska kunna ställas gällande undervisningen i de svenska gymnasieskolorna, men resultatet följer ilinje med tidigare undersökningar. Resultatet indikerar att astronomin får en undanskymd rolldär merparten av deltagarna ägnar 1 till 6 lektioner på området. 52 procent av lärarna vägerinte in elevernas astronomikunskaper i slutbetyget. Gällande lärarnas egna svårigheter med attundervisa astronomi anger 30 procent att de känner sig ha förlite kunskaper inom ämnet. The purpose of this study is to contribute to the knowledge of the astronomy education inSwedish upper secondary schools. The main goal of the study is to find answers on the followingfour questions: What position is given to the astronomy in Swedish upper secondary education?,Is the students’ knowledge of astronomy accounted for when the teachers are setting the grades?,Does the astronomy teaching vary a lot between different teachers? and Do teachers experienceany difficulties with teaching astronomy? The study has a second goal of translating the AstronomyDiagnostic Test ADT 2.0 from English to Swedish. To collect the data from teachers inSwedish high schools, participating teachers answered a web-based survey. In total, 23 physicsteachers participated in the study, of which 20 teachers completed the survey and 3 teacherswere interviewed. The number of participants is not enough to make a generalising conclusionsabout astronomy education in Swedish upper secondary schools. However the findings are inagreement with previous studies. I found that astronomy gets a small role in the education,where most of the teachers dedicate just 1 to 6 lessons to astronomy. 52 percent of the teachersdo not account for the student knowledge in astronomy when grading the course. When it comesto the teachers own experienced difficulties, 30 percent of the participants specify that they feelthat they have too little knowledge in astronomy.

The presence of a magnetic field is shown to affect the evolution and properties of stars. Hence, it is necessary to observe different types of stars to explore these effects. The detached eclipsing binary UV Piscium is the object of interest in this study, where a first step of analyzing its global magnetic field is done. The observational data was collected during 2016, at the 3.6-m Canada-France-Hawaii Telescope at Mauna Kea, Hawaii. The analysis of the magnetic field is based on the line-addition technique least-squares deconvolution (LDS) of the polarisation signatures, and the aim is to search for circular polarisation signals produced by the Zeeman effect. The result shows a strong circular polarisation signature for the primary star of the binary, which is a direct evidence for the presence of a magnetic field. In contrast to this, the secondary star only shows a weak signal of circular polarisation in one of the analysed observations and further analysis of its magnetic field is needed. The secondary goal of the project was to calculate the stellar masses of the binary. This is done by measuring the radial velocities of the two stars via the line profiles, and preforming an orbital fit. The results gave: M1= 1.0211 ± 0.0040 Msol and M2 = 0.7728 ± 0.0028 Msol.