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Att vördsamt värdesätta eller tryggt trotsa: Gymnasiefysiken, undervisningstraditioner och fysiklärares olika strategier för energiundervisning
Mälardalen University, School of Education, Culture and Communication. (NT-didaktik)
2011 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

Energiundervisning inom gymnasiets skolfysik ska enligt kursplaner inbegripa begreppsförståelse, undersökande arbetssätt och fysikkunskaper satta i sammanhang. Dessutom framhåller politiska dokument att fysikundervisningen ska inkludera hållbar utveckling som ett sätt att kontextualisera fysikkunskaper och bidra till elevers handlingskompetens. Utifrån denna bakgrund studeras i avhandlingen ämnesinnehåll för insikter i exempelvis hållbar energianvändning och huruvida ett sådant innehåll undervisas eller inte inom fysikämnet. Avhandlingen fokuserar sedan på varför fysiklärare undervisar som de gör.

Genom att låta ett antal ”experter” via en enkätintervjuundersökning beskriva sin syn på ämnesinnehåll för insikter i hållbar energi så framkommer behovet av fysikbegrepp, större sammanhang och värderande aspekter. I uppföljande analyser relaterade till energidelen inom fysik A-kursen på gymnasiet framkommer att värderande ämnesinnehåll och kontextualisering av fysikbegreppen saknas. Varför undervisar fysiklärare som de gör?  Med utgångspunkt i ”expertstudiens” ämnesinnehåll och empiri från en enkät utsänd till samtliga fysiklärare i Sverige, undervisande i fysik A under läsåret 2008 – 2009, görs analyser grundade i kritiskt perspektiv. Genom att använda Pierre Bourdieu´s teoretiska begrepp kapital och habitus som analysverktyg uttolkas vem den typiske fysikläraren är, olika undervisningsstrategier och varför. 268 fysiklärare har besvarat cirka 700 frågor/påståenden vilken givit empiri till analyser. Den typiske fysikläraren värdesätter utbildning och högaktar fysikvetenskapen. Han undervisar traditionellt genom en fysikbok, beskriver grundläggande fysikbegrepp och samband samt vägleder genom beräkningar. Den typiske fysikläraren framhåller visserligen allmänbildning och att fysikkunskaper ska sättas i sammanhang men undervisar inte så. En efterföljande klusteranalys resulterar i tre olika fysiklärartyper avseende synsätt, val av ämnesinnehåll och undervisningsstrategier. Typernas habitus rekonstrueras varvid förklaringar till undervisningsstrategier kan skönjas. Resultatet visar hur de konstruerade lärartypernas bakgrund och livsmönster spelar roll för undervisningsval. Avhandlingens slutsats är att lärare och blivande lärare bör reflektera över sin ”ryggsäck”; vad som finns med i form av erfarenheter och livsupplevelser som bidrar till ställningstaganden och strategier. Om man vördsamt värdesätter eller tryggt trotsar … fysiktraditionen.

Abstract [en]

Energy Education in upper secondary school physics should, according to the curriculum, include conceptual understanding, inquiry skills and knowledge of physics set in context. Moreover, political documents state that physics education should include sustainable development as a way to contextualize knowledge of physics and help students' action competence. Based on this background, this thesis studies the subject content for insights into sustainable energy use and whether such content is taught or not in physics. The thesis then focuses on why physics teachers teach as they do. A number of "experts" answered a questionnaire that described their views on subject content for insights into sustainable energy. Its conclusions expressed a need of physics concepts, a wider context and evaluative aspects. The follow-up analysis, related to the energy part of the physics A course in upper secondary school, found that evaluative topic content and contextualization of the physics concepts are missing. Why do physics teachers teach as they do? On the basis of the "expert study" subject content and empiricism from a questionnaire sent to all physics teachers in Sweden, teaching Physics A during the academic year 08/09, analyses were made based on a critical perspective. Using Pierre Bourdieu's theoretical concepts of capital and habitus in the analysis  an interpretation is offered on whom the typical physics teacher is, on different teaching strategies and why. 268 physics teachers have answered approximately 700 questions / statements which have given the empirical basis of the analysis. The typical physics teacher values ​​the subject and honours the science of physics. He teaches traditionally through a text book in physics, describing the basic concepts and relationships of physics as well as guiding through the calculations. The typical physics teacher may highlight general knowledge and the knowledge of physics to be taken in context but does not teach like that. A cluster analysis results in three different physics teacher types according to their choice of subject content and teaching strategies. Habitus is reconstructed in which explanations of teaching strategies can be discerned. The results show how the constructed teacher types’ backgrounds and life patterns play a role for choices and strategies. The thesis concludes that present and future teachers should reflect on their "backpack", what appears in the form of life experiences that contribute to statements and strategies, and whether you respectfully appreciate or safely defy the tradition of physics.

Place, publisher, year, edition, pages
Västerås: Mälardalen University , 2011.
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 100
Research subject
naturvetenskapernas och teknikens didaktik
Identifiers
URN: urn:nbn:se:mdh:diva-12183ISBN: 978-91-7485-011-6OAI: oai:DiVA.org:mdh-12183DiVA: diva2:413926
Public defence
2011-06-10, Kappa, Mälardalens högskola, Västerås, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2011-05-02 Created: 2011-04-29 Last updated: 2011-05-13Bibliographically approved
List of papers
1. Den typiske fysikläraren - vem är han? – Och vilken energiundervisning väljer han att lyfta fram inom skolfysiken på gymnasiet?
Open this publication in new window or tab >>Den typiske fysikläraren - vem är han? – Och vilken energiundervisning väljer han att lyfta fram inom skolfysiken på gymnasiet?
(Swedish)Manuscript (preprint) (Other academic)
Abstract [sv]

A web-based questionnaire (with approximately 700 questions/ statements) were sent to all physics teachers in upper secondary school in Sweden that were teaching the Physic A – course during 2008 – 2009. Answers of the questionnaire gave data for analysis grounded in Pierre Bourdieu`s theoretical concept

capital. The aim was to describe both who the physics teacher is and the energy teaching (content and methods) existing in the upper secondary physics course. The typical physics teacher valuing for example education and honors the physics science highly. He uses a text book in physics and teaches traditionally, defining the basic physics concepts and relationships as well as guides the students through the calculations. The typical physics teacher highlights the essential of a general knowledge and a scientific learning when physics is contextualized, but he doesn´t teach the students in that way.

National Category
Didactics
Research subject
naturvetenskapernas och teknikens didaktik
Identifiers
urn:nbn:se:mdh:diva-12182 (URN)
Available from: 2011-04-29 Created: 2011-04-29 Last updated: 2011-05-04Bibliographically approved
2. CONTENT FOR TEACHING SUSTAINABLE ENERGY SYSTEMS IN PHYSICS AT UPPER SECONDARY SCHOOL
Open this publication in new window or tab >>CONTENT FOR TEACHING SUSTAINABLE ENERGY SYSTEMS IN PHYSICS AT UPPER SECONDARY SCHOOL
2011 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 9, no 6, 1281-1304 p.Article in journal (Refereed) Published
Abstract [en]

Understanding energy with a focus on sustainable development requires further knowledge beyond traditional conceptual understanding. This paper presents the result from one main investigation and two smaller follow-up studies. The main study (step 1) consists of an interpreting, iterative analysis of statements made by experts on contents for physics education on energy with focus on sustainable energy systems gathered from a questionnaire, which results in subject-specific contents for physics teaching presented as a category system of objectives. The categories from step 1 are used as means for analyses in steps 2 and 3, which involve the study of educational material and one physics class. The results show that the content of physics for upper secondary, in order for students to reach insight, should comprise certain physical concepts and relations not only in ‘limited contexts’ but also in relation to greater contextual connections, in which problematisation and insight in solutions for the future is necessary. These parts should have a similar weight according to the statements of the experts. This is not to be found in either the typical educational material (textbooks) or in one physics class, which has been studied.

 

 

 

 

 

 

Keyword
energy education, physics education, sustainable development in physics
National Category
Didactics
Research subject
naturvetenskapernas och teknikens didaktik
Identifiers
urn:nbn:se:mdh:diva-12178 (URN)10.1007/s10763-010-9260-1 (DOI)000297769300002 ()2-s2.0-82755161955 (ScopusID)
Available from: 2011-04-29 Created: 2011-04-29 Last updated: 2014-06-19Bibliographically approved
3. ARE THERE DIFFERENT TYPES OF PHYSIC TEACHERS?: ABOUT TEACHING SUSTAINABLE ENERGY IN AN UPPER SECONDARY SCHOOL PHYSICS COURSE
Open this publication in new window or tab >>ARE THERE DIFFERENT TYPES OF PHYSIC TEACHERS?: ABOUT TEACHING SUSTAINABLE ENERGY IN AN UPPER SECONDARY SCHOOL PHYSICS COURSE
2010 (English)In: In Proceedings of International Organization for Science and Technology Education. Symposium (14; 2010; Bled) Socio-cultural and human values in science and technology education., Ljubljana: Institute for Innovation and Development of University , 2010, 418-430 p.Conference paper (Refereed)
Abstract [en]

 

ABSTRACT

 

The declining interest for science and technology among pupils in the Western world is a threat against economical growth, the welfare system and also a democratic problem. A key person for a change is the teacher. We must therefore, as a start, identify what and how teachers in science teach. Results from a survey of physics teacher in Sweden who teach energy in the course Physics A in upper secondary school are presented. Through a questionnaire the teachers were asked what they choose to teach and what methods they use. We found that a majority of them focus on basic physics concepts, their relations and text book problems solving. Overall they teach in a traditional manner, without valuating content and without connecting to the environment, society or future technologies. From a cluster analysis of the answers three different groups of physics teachers were revealed. A large group named the Mainstream Group, a second group, the Future Solution Group, and a third Challenger Group. The latter consist of teachers who, in addition to basic concepts and relationships, also teach with a more valuating content, allowing sustainable development to characterize the content and use a variety of teaching methods and material.

 

 

Place, publisher, year, edition, pages
Ljubljana: Institute for Innovation and Development of University, 2010
Keyword
Physics education, physics teacher, energy education
National Category
Didactics
Research subject
naturvetenskapernas och teknikens didaktik
Identifiers
urn:nbn:se:mdh:diva-12179 (URN)
Available from: 2011-04-29 Created: 2011-04-29 Last updated: 2013-10-07Bibliographically approved
4. Different strategies for teaching energy – relationships between teachers’ habitus and Physics teaching in upper secondary school.
Open this publication in new window or tab >>Different strategies for teaching energy – relationships between teachers’ habitus and Physics teaching in upper secondary school.
(English)Manuscript (preprint) (Other academic)
National Category
Didactics
Research subject
naturvetenskapernas och teknikens didaktik
Identifiers
urn:nbn:se:mdh:diva-12180 (URN)
Available from: 2011-04-29 Created: 2011-04-29 Last updated: 2016-01-14Bibliographically approved
5. Vilka fysikaliska och miljömässiga förklaringar återfinns i elevers diskussioner om begreppet hållbart energisystem?
Open this publication in new window or tab >>Vilka fysikaliska och miljömässiga förklaringar återfinns i elevers diskussioner om begreppet hållbart energisystem?
2008 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, Vol. 4, no 1, 48-63 p.Article in journal (Refereed) Published
Abstract [en]

The article describes a pilot study, an introduction to a series of investigations of upper secondaryschool pupils’ explanations of sustainable energy. The physics syllabus have the intentions on onehand to guide pupils into science-education and on the other to give insights to pupils in order toparticipate in the debate on e.g. energy usage. The results obtained, from questionnaire and groupdiscussions, indicate that pupils can get caught in narrow physical explanations of the concept ofsustainable energy systems. Some pupils discuss an environmental explanation parallel but showinsecurity. One interpretation is that pupils feel an inappropriateness connecting environment andphysics. An implication is that the concept of energy quality might be an accessible way for pupils torelate concepts of physics with environmental questions.

Place, publisher, year, edition, pages
Oslo: Naturfagsenteret, 2008
National Category
Didactics
Research subject
naturvetenskapernas och teknikens didaktik
Identifiers
urn:nbn:se:mdh:diva-12177 (URN)
Available from: 2011-04-29 Created: 2011-04-29 Last updated: 2011-05-04Bibliographically approved

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