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CONTENT FOR TEACHING SUSTAINABLE ENERGY SYSTEMS IN PHYSICS AT UPPER SECONDARY SCHOOL
Mälardalen University, School of Education, Culture and Communication. (NT-didaktik)
Mälardalen University, School of Education, Culture and Communication.ORCID iD: 0000-0003-2666-7260
Mälardalen University, School of Education, Culture and Communication.
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.

 

 

 

 

 

 

Place, publisher, year, edition, pages
2011. Vol. 9, no 6, 1281-1304 p.
Keyword [en]
energy education, physics education, sustainable development in physics
National Category
Didactics
Research subject
naturvetenskapernas och teknikens didaktik
Identifiers
URN: urn:nbn:se:mdh:diva-12178DOI: 10.1007/s10763-010-9260-1ISI: 000297769300002Scopus ID: 2-s2.0-82755161955OAI: oai:DiVA.org:mdh-12178DiVA: diva2:413919
Available from: 2011-04-29 Created: 2011-04-29 Last updated: 2014-06-19Bibliographically approved
In thesis
1. Att vördsamt värdesätta eller tryggt trotsa: Gymnasiefysiken, undervisningstraditioner och fysiklärares olika strategier för energiundervisning
Open this publication in new window or tab >>Att vördsamt värdesätta eller tryggt trotsa: Gymnasiefysiken, undervisningstraditioner och fysiklärares olika strategier för energiundervisning
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:nbn:se:mdh:diva-12183 (URN)978-91-7485-011-6 (ISBN)
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

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