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Praktiska inslag i fysikundervisning spelar en betydande roll för elevernas lärande. Praktiska undersökande och utforskande arbetssätt gynnar elevernas kunskapsutveckling och deras uppfattning kring nya begrepp. I skolan och särskilt under gymnasiet börjar eleverna gradvis att utveckla och praktisera sitt lärande och använda sin observations- och analysförmåga för att dra slutsatser. Genom vetenskaplig och teknisk utveckling av exempelvis datorsimuleringsteknik har möjligheter att använda animeringar och interaktiva simuleringar uppkommit för att användas i utbildningssammanhang. I detta examensarbete undersöker vi två olika labborativa läraktiviteter inom fysikundervisning. Labborativa läraktiviteter utgörs dels av laboration med traditionell fysisk utrustning, dels av laboration med digitala PhET (Physics Education Technology) datorsimuleringar. Det område inom fysikundervisningen som omfattas i studien är elevernas möjlighet att utveckla konceptuella uppfattningar och förståelse om parallellkopplade elektriska kretsar. I denna fallstudie har vi följt 40 niondeklassare som vi slumpmässigt delat upp i två kontrollgrupper. 20 elever har arbetat med en traditionell laboration med fysiskt lärmaterial i form av olika elektriska kretskomponenter som ska kopplas ihop medan de andra övriga 20 eleverna har arbetat med en laboration med användning av ett digitalt verktyg i form av Circuit Construction Kit: DC-Lab i- PhET-datorsimuleringsmiljön. Undersökningen handlar om att utforska likheter och skillnader i elevernas upplevelser och uppfattningar av begreppet parallellkopplade elektriska kretsar i de två olika labborativa läraktiviteterna, samt att utforska vilka missuppfattningar som kan uppstå hos eleverna efter att ha deltagit i de två olika labborativa läraktiviteterna. Data utgörs av elevernas svar som fritexter till enkätfrågor efter genomförandet av laborationerna, vilket avspeglar elevernas upplevelser och uppfattningar av begreppet parallellkopplade elektriska kretsar i de två olika labborativa läraktiviteterna. I denna fallstudie används en deduktiv tematisk analysmetod för att identifiera likheter och skillnader i elevernas upplevelser och uppfattningar av den parallellkopplade elektriska kretsen under de två laborativa läraktiviteterna, samt att undersöka vilken laborativ läraktivitet som gynnar elevernas uppfattning av den parallellkopplade elektriska kretsen och deras lärande. Teoretiskt ramverk för analysen baseras på en del av Ingerman m.fl. (2007) kategorisystem. Resultatet av vår studie indikerar att en del av eleverna upplevde och tolkade den parallellkopplade elektriska kretsen på olika sätt under de laborativa läraktiviteterna. En del av eleverna som arbetade med traditionell fysisk utrustning missuppfattade hur den parallellkopplade elektriska kretsen fungerade, medan elever som använde CCK-PhET-simuleringsverktyget uppvisade en högre grad av förståelse om den parallellkopplade elektriska kretsen jämfört med elever som använde traditionell fysisk utrustning. Detta visar hur dessa två olika typer av laborationer kan påverka elevernas kunskapsutveckling och lärande. Resultaten av studien skulle kunna ge lärare inblick för att utforma undervisning som främjar elevernas kunskapsutveckling inom fysikundervisning. Practical elements in physics education play a significant role in students' learning. Hands-on investigative and exploratory methods promote students' experiences and their understanding of various new concepts. In school, and especially during high school, students gradually develop and practice their learning and use their observational skills and analysis to draw conclusions. Through scientific and technological developments, such as computer simulation technology, opportunities arise to use animations and interactive simulations have emerged for use in educational contexts. In this thesis, we investigate two different lab-based learning activities in physics education. Lab-based learning activities consist of traditional physical equipment experimentation and digital PhET (Physics Education Technology) simulation-based experimentation. The area of physics education covered is students' ability to develop conceptual understandings of parall elelectrical circuits. In this case study, we followed 40 ninth-grade students whom we randomly divided into two control groups. Twenty students worked on a traditional laboratory experiment with physical learning materials consisting of different electrical circuit components that needed to be connected, while the other 20 students worked on a digital laboratory experiment using a Circuit Construction Kit: DC-Lab in the PhET simulation environment. The study aims to explore similarities and differences in students' experiences and perceptions of the concept of parallel electrical circuits in the two different lab-based learning activities, as well as to investigate any misconceptions that may arise in students after participating in the two different lab-based learning activities. Data consists of students' responses as free-text answers to survey questions after completing the experiments, reflecting students' experiences and perceptions of the concept of parallel electrical circuits in the two different lab-based learning activities. In this case study, we use a deductive thematic analysis method to identify similarities and differences in students' experiences and perceptions of the parallel electrical circuit during the two lab-based learning activities, as well as to investigate which lab-based learning activity benefits students' understanding of the parallel electrical circuit and their learning. The theoretical framework for analysis is based on a part of Ingerman et al.'s (2007) categorization system. The results of our study indicate that some students experienced and interpreted the parallel electrical circuit differently during the lab-based learning activities. Some students who worked with traditional physical equipment showed misconceptions about how the parallel electrical circuit worked, while students who used the CCK-PhET simulation tool demonstrated a higher level of understanding of the parallel electrical circuit compared to students who used traditional physical equipment. This shows how the two different types of lab-based learning activities can affect students' knowledge development and learning. The results of the study could provide teachers with input to design teaching that promotes students' knowledge development in physics education.

A large literature on labor migration seeks to understand and mitigate exploitative conditions for low-skilled labor migrants in host countries by focusing on conditions in the host country. Less attention has been given to factors in home countries that may affect migrants’ eventual circumstances. This study examines how the information labor migrants gain in their home countries while looking for overseas jobs affects their migration process and outcome. We conduct a digital field experiment in a high out-migration city in Pakistan, the second largest supplier of temporary low-skilled labor migrants to the Gulf Cooperation Council states. Our information treatments are administered to respondents via a phone app, which is not only a low-cost and accessible way to share information with individuals but also allows us to collect outcome data from our respondents at several points in time. Specifically, the treatments provide objective and accurate information to respondents about modal job contracts and about the best-performing job recruiters in their neighborhoods. Together, our research design and treatments allow us to analyze several outcomes of interest, including whether the provision of information leads migrants to have an easier time navigating the process of getting a job, get better job contracts, work with higher quality agents and be more satisfied with the migration experience. Overall, our project allows us to empirically evaluate an important common assumption that if low-skilled migrants simply “knew more” – that is, had more relevant and accurate information - they would not allow themselves to have negative migration trajectories and outcomes.

In the process of studying physics to solve the tasks of forming the foundations of a scientific worldview, the development of intellectual abilities and cognitive interests of students, the main attention should be paid not to transferring the amount of ready knowledge, but to acquaintance with the methods of scientific knowledge of the surrounding world, the formulation of problems that require students to independently work to resolve them. The relevance of the study of this problem is due to the fact that one of the difficult sections for training physics is the section "Quantum Physics". To achieve the best learning outcomes in this section, it is advisable to supplement the existing physical laboratory workshop with virtual interactive computer laboratory works that simulate those physical processes whose study is difficult or impossible with existing laboratory equipment, which allows a better understanding of the essence of such processes. The purpose of the work is to develop and test a digital laboratory workshop "Quantum Physics", which allows to increase the level of understanding of the essence of physical processes considered in quantum physics and gives a chance to the development of professional competencies of a future physics teacher. To achieve this goal, the authors used the following research methods: theoretical analysis of the state of the problem based on the study of methodological, didactic, psychological and specialized literature, dissertation research on this problem; materials of conferences on the use of digital technologies in physical education, regulatory documents that determine the structure and content of professional training of a physics teacher, the study and generalization of pedagogical experience; computer modeling of physical processes, observation, conversation, questioning, interviewing, conducting a pedagogical experiment. The digital laboratory workshop "Quantum Physics" direct to create a connection between the mathematical formalism of quantum physics and its specific practical manifestations. The focus of the digital laboratory workshop "Quantum Physics" is on the physical side of the issues addressed. The results of the testing, observation and conversation during the submission of the report on the implementation of laboratory work showed that the introduction of the digital laboratory workshop "Quantum Physics" in the educational process allows you to increase the level of understanding of the essence of the physical processes considered in quantum physics.