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This report discusses university physics students' conceptualizations of sound. The data for this study comes from ten Canadian physics graduates enrolled in a teacher education programme. They participated in clinical interviews that consisted of a variety of demonstrations and experiments based upon situations representing both 'everyday' as well as 'school-related' examples of sound phenomena. The data analysis was framed in a phenomenographic tradition and the conceptualizations are illustrated with dialogue excerpts taken from the student interviews. Implications for teacher education are discussed
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