Resumé
Denne artikel omhandler en bestemt type fysikopgaver, såkaldte uformaliserede opgaver,og deres brug på et fysikkursus på RUC. Uformaliserede opgaver kræver at problemløseren præcisereropgaverne nærmere således at de kan gøres til genstand for fysisk analyse. Vi argumenterer forat sådanne opgaver kan bruges til at udvikle væsentlige aspekter af problemløsningskompetencen.Disse aspekter trænes ikke ved de problemer der typisk bruges i fysikundervisningen. Disse pointer illustreresved en analyse af hvad der kræves for at løse to specifikke opgaver, samt en præsentation afstuderendes løsninger af det ene problem. Desuden beskrives mere end 30 års erfaringer med at brugeuformaliserede opgaver på et fysikkursus på RUC. This paper is concerned with a certain kind of physics problems, called non-formalizedproblems, and their use in a university physics course. Non-formalizedproblems require the problem solver to give a more precise specification of theproblems so as to make them amenable to physical analysis. At the same timethe problems have definite solutions. It is argued that such problems can helpdevelop essential aspects of problem solving competency, in particular theability to turn a real world problem into a model amenable to mathematicalanalysis. These aspects are not needed for solving standard problems typicallyused in physics education. The argument is illustrated by analysis of what isrequired to solve two specific problems as well as students’ solutions to one ofthem. Moreover, some pertinent experiences from a course of long standing atRoskilde University based on non-formalized problems are offered.
