University level laboratory work is reformulated to fit into the chemistry and

natural science education in the upper secondary school of Sweden. This thesis

describes how this reformulation is performed both from the chemical and the

didactic point of view. The resulting laboratory manual has been tested by students

in the target group with positive response. Interest lay in how to present

laboratory experiments far different from what they usually did and how it actually

connected to their studies in natural science. How much did attitudes and

self-efficacy influence the implementation of the laboratory work and how did

the students collaborate? The author designed the laboratory work, observed an

implementation of parts of the laboratory work through laboratory lessons in a

school class and made a follow-up interview with the teacher.