Gymnasiets laborationsundervisning i fysik – Vad påverkar lärares val av laborationer?

What factors influence Swedish upper secondary teachers' laboratory teaching in physics? This is an issue raised by the curriculum reform of 2011 in Sweden. In this study, 17 teachers at four different upper secondary schools discussed their laboratory teaching in focus group interviews. Based on an analysis of these interviews, a supplementary survey of 66 teachers was conducted. Logic of events was used as an analytical tool to understand how different factors influence teachers' teaching. The results from the focus groups indicate that teachers appreciate laboratory work that 1) are based on simple equipment, 2) provide good values of constants, 3) laboratory exercises that the students like. In the survey, the syllabus emerged as a stronger factor of influence than in the focus groups – but, the results from both parts indicate that other factors than the syllabus play a larger role for teachers' choice and layout of laboratory work. FULL TEXT IN SWEDISH. Sammanfattning Vilka faktorer paverkar svenska gymnasielarares laborationsundervisning i fysik? Fragan aktualiseras av den svenska laroplansrevisionen fran 2011. I denna studie fick 17 larare pa fyra gymnasieskolor diskutera sin laborationsundervisning i fokusgruppsintervjuer. Baserat pa en analys av dessa intervjuer genomfordes en kompletterande enkatundersokning med 66 larare. Handelselogik anvandes som analysverktyg for att forsta hur lararnas laborationsundervisning paverkas av olika faktorer. Resultaten fran fokusgrupperna tyder pa att larare uppskattar laborationer som 1) bygger pa enkel utrustning, 2) ger ett bra resultat avseende vardet pa konstanter, samt 3) laborationer som eleverna tycker om. I enkatundersokningen framstod styrdokumenten som en starkare paverkansfaktor an i fokusgrupperna – men resultaten fran bada delarna av undersokningen tyder pa att styrdokumenten inte ar den viktigaste faktorn i larares val och upplagg av laborationer.