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  • 1.
    Engström, Susanne
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Att vördsamt värdesätta eller tryggt trotsa: Gymnasiefysiken, undervisningstraditioner och fysiklärares olika strategier för energiundervisning2011Doktoravhandling, med artikler (Annet vitenskapelig)
    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.

  • 2.
    Engström, Susanne
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Content objectives for teaching sustainable energy in physics education2008Inngår i: Proceedings of the XIII. IOSTE Symposium. , Ankara: Palme Publications & Bookshops LTD.CO. , 2008, s. 271-278Konferansepaper (Fagfellevurdert)
  • 3.
    Engström, Susanne
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Den typiske fysikläraren - vem är han? – Och vilken energiundervisning väljer han att lyfta fram inom skolfysiken på gymnasiet?Manuskript (preprint) (Annet vitenskapelig)
    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.

  • 4.
    Engström, Susanne
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Different physics teaching strategies - How come?2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Different physics teaching strategies - How come?

    Background, Framework, and Purpose

    The study presented in this paper focus on physics teachers and their strategies in their teaching practices within a physics course (physics A) at the science program in secondary school in Sweden. The aim of the study is to analyze why physics teachers in upper secondary school choose to teach as they do. How can different ways of teaching be explained in relation to different ideals?

    The physic subject per se is considered difficult and highly mathematical (Ford 1989; de Souza Barros & Elia 1998), largely influenced by the natural sciences ontology and scientific approach (Cross & Ormiston-Smith,1996;Wertheim,1997), regarded by the pupils as describing, not reflecting, and answering question never posed by them (Sjøberg, 2005). The teaching is characterized by facts, scientific theories and concepts (Gyberg 2003), organized according to the physics book, and with group work for special issues related to tasks from the textbook or elaborating (Engström & Gustafsson, 2010). In Sweden, energy teaching in physics at upper secondary school is more or less lacking content that comprises environmental relations. If physic teaching does include more of evaluative issues it is expressed very objective and precise (Gyberg 2003). But an appropriate subject content in energy teaching in physics would in accordance with international/ national policies and national physics curriculum raise more of political issues, more of environmental and efficiency problems, more of future energy solutions and obtain insights in sustainable energy (SKOLFS 2000:49; UNECE 2005; Space 2007). Ideally, the subject content contributes to the students’ ability to realize the strategies that must be asserted in the future, for example future technologies and what wise choices that are important to make in a person’s lifestyle. It requires physics teaching strategies for a holistic approach, a Vision ΙΙ (Roberts, 2007) where students receive science knowledge for citizenship.

    It seems to be competing ideals for teaching physics, i.e. the political will to develop skills and knowledge for

    change versus the scientific will to explain

    phenomena. The study focus on physics teachers’ positions, dispositions, standpoints and teaching practices towards the ideal way to teach physics especially energy in upper secondary school. By using the concept habitus from Bourdieu's sociology, I will explain why the teachers do as they do. The habitus is according to Bourdieu essential internalized and converted into a disposition that generates meaning-giving standpoints. An assumption in the theoretical framework is that the teaching practices are closely related to the teachers' lifestyles, which in turn have been shaped through life-conditions, historically and in the present. Accordingly, through the variation of lifestyles, reality is perceived differently, which influence the teachers’ strategies of doing "the right thing" - a practical sense, closely related to specific life-conditions (Bourdieu, 1984). By investigating different teachers’ lifestyles one can thereby understand their habitus and their teaching practices (Callewaert, 2003).

    Methods

    In order to reach all the physics teachers who teach the Physics A course, all secondary schools in Sweden were contacted by e-mail, (n = 1025). Questions were asked designed to find schools giving the course during 2008-2009, physics teachers and their e-mail addresses. A web-based survey tool system was used. The respondent list contained e-mails to 913 physics teachers and they answered the questionnaire anonymously. The mail-questionnaire consisted of 7 sections with mixed open ended and closed answer questions. Response alternatives were made of actual responses/ opinions or of claims such as in high grade/low grade, never/seldom/often, etc., totally 687 statements/questions. Part 1 were dealing with what and how teacher teach and part 2-7 were dealing with the teacher´s current job, view on physics, growing up, studying, parents, family situation, life-style etc. Questions in part 1

    were based on the study on the topic content for teaching about sustainable energy in Physics A course (Engström, 2008). Section 2 to 7 was designed with inspiration of both Bourdieu (1984) and other studies for example Lundin & Petersen (2005). When the survey was closed after six weeks, it was answered by 268 teachers. It was opened but not answered by another 222 and not opened at all by 423 teachers. First step in the analyses was a cluster analyses (Fields 2000). It resulted in three teachers groups teaching in the same way and with same content (Engström & Gustafsson, 2010). Only 190 teachers (of 268) could be involved in the cluster analysis because it requires an answer for every variable. In next step group habitus reconstructions were made from the answers in the questionnaire: Frequencies tables were created for the three groups for all variables, differences were searched for in answers, and differences were compared with other habitus reconstructions. Then the teachers types’ habitus were reconstructed from information about positions as physics teachers, their capital (cultural capital (education etc.), economical (income, house type etc.) and social (married or not, friends etc.)) and their standpoints towards energy teaching in physics, standpoints on content and methods in teaching, which are related to symbolic capital in larger fields (science, political, science education). The study focus on teacher as a group and a reconstruction of their collective habitus and thus habitus is seen as both individualized and collective (Bourdieu, 1984).

    Results

    Generally the physics teachers are a homogenous group and the

    physics teacher habitus could for example be described as physics- and mathematics teacher, 4.5 or 5 year education (mathematics, physics, and civil engineering), reading the same science journals etc., socialize with friends within the same occupation, high status in school depending on the status of the physics subject. The three teacher types diverge at most about what they teach and have more in common coming to how they teach. For example, the teachers more or less appreciated group work and discussions involving the students' own discussions. The types are called The Manager of Traditional (MT), The Challenger for Technology (CT), The Challenger for Citizenship (CC) and they use different teaching strategies, have different views on science and choose different subject content. MT teaches physics in a traditional way and give the students who find physics easy and interesting what they want. They teach nearly nothing of the more valuing content and do not

    let the students determine the content, or work with course content adapted to events in society and they do not let sustainable development influence the content. MT habitus is characterized by: a reverence to the natural scientific ideals, to the history of physics and mathematics, a gratitude to their own physics education at university, parents without higher education but who did encourage their children’s education, loyalty towards "working culture" in their choice of life style (home, clothes, vacations). CT teaches efficiency problems, strategies for the future and about the students own energy use and about economical aspects. They teach thematically and want to encourage their students to choose further studying in energy technology field and they let students discuss and evaluate society’s energy issues. CT habitus is characterized by: carrying out their own physics education with great self-confidence, dare to challenge, with parents working in private sector (science & technology), loyalty with upper middle class, value high material standard (house, cars, boats, cottage). CC teaches valuing content, sustainable development and let actual issues in society influence their teaching. They let students work thematically, in groups, with actual projects and they let students develop their own projects. CC habitus is characterized by: carrying out his/hers own education with great self-confidence, dare to challenge, parents with higher education (teaching, nursing) with great engaging in society, loyalty with upper middle class, interested in highborn culture (classical concerts, opera, poetry) bohemian approach (clothes, home) and engaged in society and politic.

    Conclusions and Implications

    Taken together, the study presents a picture of physics teachers and teaching (limited to energy-teaching in secondary school). The result shows that the practical teaching of physics generally leaves out the possibility for students to use their understanding of physics in societal contexts. Three types of physics teachers that choose different teaching strategies, has been found. Especially one type teach to a large extent a more valuating content, and the study shows that what makes this teacher-type able to adopt these kinds of teaching strategies is social background and life experiences that has shaped interests, opinions and perspectives. For example, this physics teacher's habitus is characterized by high self confidence towards the physics science making it possible for teaching-strategies that are contrary to traditional values from physics science transformed into structures in secondary school physics. The will to question the culture of traditional physics is formed in a social background with highly educated parents that themselves highly valued societal involvement. Every student on the physics-A course in secondary school in Sweden will not complete higher studies in the physics or energy domain, but all of them will within the course meet notions and relations that they are expected to understand and use to describe the world. Secondary school physics should incorporate a physics teaching for citizenship, and at the same time give competence for those who want to seek higher education in physics. An important implication is that physics teacher education should give teacher students an opportunity to reflect on their view on the physics subject and their view on science, as well as their view on how physics should be taught and why they think that way. Giving aspiring teachers a chance to reflect over their dispositions can be a way to give the individuals a foundation for an understanding of the way they act and their values.

    Bibliography

    Bourdieu, P. (1984). Distinction. A social critique of the jugement of taste. London : Routledge.

    Callewaert, S. (2003). Fra Bourdieus og Foucaults verden – pædagogik og sociologi, diskurser og praktikker efter det moderne. Akademisk forlag.

    Cross, R.T. & Ormiston-Smith, H. (1996). Physics teaching, professional development and a socialy critical ideology. Journal of Curriculum Studies. 28(6),651 – 667.

    De Souza Barros, S., & Elia, M. F. (1998) Physics teachers´attitudes: How do they affect the reality of the classroom and models for change? In A. Tiberghien, E. L. Jossem & J. Barojas (Eds.), Connecting research in physics education with teacher education. Published by International Commission on Physics Education

    Engström, S. (2008). Content Objectives for Teaching Sustainable Energy in Physics Education. In Proceedings of the XIII. IOSTE Symposium. ISBN 978-605-5829-16-2. (pp. 271-278) Ankara: Palme Publications & Bookshops LTD.CO.

    Engström, S. & Gustafsson, P. (2010). Are there different types of physics teachers? – About teaching sustainable energy in an upper secondary school physics course.

    Proceedings ХΙV IOSTE Symposium June 13, - 18. 2010 Socio – cultural and Human Values in Science and Technology Education.

    Field, A. (2000). Postgraduate statistic: cluster analysis. Retr. 10.01026: http://www.statisticshell.com/cluster.pdf

    Ford, K. W. (1989). Guest comment: Is Physics difficult? American Journal of Physics, 57, 871 – 872.

    Gyberg, P. (2003). Energi som kunskapsområde – om praktik och diskurser i skolan. Linköping: Tema Teknik och social förändring Linköpings universitet

    Lundin, S., & Petersen, K-A. (2005). Rekrytering till omvårdnadsutbildningar i Sverige 1993 – 2003. Report 2 from ESEP: Ethos in Society, Education and Practices. Uppsala: Uppsala Universitet.

    Roberts, D. A. (2007). Scientific Literacy/ Science Literacy. In S.K. Abell, Lederman N.G. (Eds.), Handbook of Research on Science Education (729 – 780). New Jersey: Lawrence Erlbaum Associates, Inc. Publishers.

    Sjøberg, S. (2005). Naturvetenskap som allmänbildning – en kritisk ämnesdidaktik. Lund: Studentlitteratur.

    SKOLFS 2000:49. Curriculum in Physics A. Retr. 091118 http://www3.skolverket.se/ki/eng/nv_eng.pdf

    Space, W. (2007). Climate Physics. Using basic physics concepts to teach about climate change. Science Teacher 74(6), 44 – 48.

    UNECE (2005). Unites Nations Economic Commission for Europe. Strategy for education for sustainable development. CEP/AC.13/2005/3/Rev.1. Retr. June 2009 http://www.unece.org/env/documents/2005/cep/ac.13/cep.ac.13.2005.3.rev.1.e.pdf

    Wertheim, M. (1997). Phytagoras´trousers. London: Fourth Estate.

  • 5.
    Engström, Susanne
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Female Students Who Succeed within Higher Technical Education - When and Why They Choose and Who They Are2015Inngår i: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 167, s. 161-169Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The importance of interest for and knowledge in technology and natural science among students can in Sweden be traced in political documents and in media debate. An increased need for female students in technical universities is stressed as well. Higher technical education is facing large dropouts and difficulties, including for female students. This study focuses on the female students who succeed in civil engineering programmes in Sweden, when and why they choose and who they are? Data were collected through a questionnaire sent out to all female students enrolled on civil engineering programmes during term 7 (of 10 terms) in Sweden in 2012. By using the Bourdieu's theory and the concept of capital, the study aims to find out who the female civil engineering student seems to be. In total 411 students answered the questionnaire. The questionnaire answers were analysed with SPSS both for descriptions (frequencies and cross tabulation) and classification (cluster analysis) and the aim was to detect different patterns within the material. From the material it is possible to describe the majority of female students on civil engineering programmes, but also to detect four different female student profiles. The research questions will be answered by analysing and discussing patterns detected in the questionnaire answers. (C) 2015 The Authors. Published by Elsevier Ltd.

  • 6.
    Engström, Susanne
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Fysiken spelar roll!: Undervisning om hållbara energisystem, fokus på gymnasiekursen fysik A2008Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This thesis will present the result from one main investigation (step 1) and two follow-up studies (step 2 and 3). The main study consists of an interpreting, iterative analysis of statements made by ‘experts’ on contents of education gathered from a questionnaire, which result in a subject-specific content for physics education on sustainable energy systems (SES) presented as a category system. The categories from Step 1 are used as means for analysis in step 2 and 3, which involve the study of educational material and one classroom analysis.

    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 studied classroom teaching example.

  • 7.
    Engström, Susanne
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Vilka fysikaliska och miljömässiga förklaringar återfinns i elevers diskussioner om begreppet hållbart energisystem?2008Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 4, nr 1, s. 48-63Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 8.
    Engström, Susanne
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Carlhed, Carina
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Different strategies for teaching energy – relationships between teachers’ habitus and Physics teaching in upper secondary school.Manuskript (preprint) (Annet vitenskapelig)
  • 9.
    Engström, Susanne
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Carlhed, Carina
    Uppsala universitet.
    Distinction in physics teaching - Change or Status quo?2010Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    With environmental awareness in the societies of today, political steering documents highlights that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do?

    Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts.  In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating.                   

    The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do and to reconstruct the polarization of ideal physics teaching practices. Discussing the data emerging from a questionnaire which focuses on indicators of the teachers’ cultural and economical assets, or capital, according to the work of Pierre Bourdieu´s sociology and especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers’ positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school. In order to reach all the physics teachers who teach Physics A-course we contacted all secondary schools in Sweden (n = 1025), a revised list of respondents consisted of 913 email adresses. Our final sample of respondents is 286, that is a response rate of 29 %.

    In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teacher types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.).

    The physics teachers are supposed to have a homogeneous group habitus because they all are teachers in secondary school; i.e. they have certificates as physics- and mathematics teachers and due to their position as a physics teacher they have a similar level of income. However, there are differences and we describe these three teacher-groups’ habituses, with the distinctive features are stressed; 1. The Manager of the Traditional - habitus works as a faithful manager of the natural science heritage, characterized by being an outsider, a parvenu due to the lack of higher education experience among the parents. Faithfulness to the natural science core values combined with lack of self-confidence and timidity is shaping a trustee, for example an unconcern for improving developing teaching skills and content in the physics course. The habitus is fuelled by respectfulness for mathematic skills in physics and the physic science in itself and gratefulness towards the education system which made a class journey possible. 2. The Challenger for Technology - habitus works as a “transformer” of the physics subject, characterised by technology optimism and a great self-confidence from a well-known field - natural science, emphasising the usefulness of physics for technology development. A “Futurist” with willingness and courage to develop the physics subject for more interest in technology, with both the economical and the “utility” arguments. Characterized by upper middle class, are highly valuing economical welfare and appears as rather confident with their materialistic and sporty approach. 3.  The Challenger for Citizenship – this habitus works as a democratic and intellectual “transformer” of the physics subject, characterised by engagement in society issues and a great self-confidence from both - natural science and the political field, emphasising the concernment of physics for sustainable development with willingness and courage to develop the physics subject for more interest in environmental, political, ethical issues, with an ambition to teach all students physics for citizenship. The engagement in society and environmental issues are likewise expressed in the habitus, characterized by upper middle class, are highly valuing cultural activities.

    By making the habitus of the teachers in the different groups visible, we can explain way teachers teach as they do and thereby make a contribution to both science education research and to teaching training, whereas reflective approach which also includes the individual dispositions and representations are paramount. In our paper we elaborate the grounds and implications of these findings further.

  • 10.
    Engström, Susanne
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Gustafsson, Peter
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    ARE THERE DIFFERENT TYPES OF PHYSIC TEACHERS?: ABOUT TEACHING SUSTAINABLE ENERGY IN AN UPPER SECONDARY SCHOOL PHYSICS COURSE2010Inngår i: 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, s. 418-430Konferansepaper (Fagfellevurdert)
    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.

     

     

  • 11.
    Engström, Susanne
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Gustafsson, Peter
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Niedderer, Hans
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    CONTENT FOR TEACHING SUSTAINABLE ENERGY SYSTEMS IN PHYSICS AT UPPER SECONDARY SCHOOL2011Inngår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 9, nr 6, s. 1281-1304Artikkel i tidsskrift (Fagfellevurdert)
    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.

     

     

     

     

     

     

  • 12.
    Engström, Susanne
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Gustafsson, Peter
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Niedderer, Hans
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Content objectives and intentions with teaching - physics teachers and sustainable energy education in secondary school.Inngår i: ESERA 2009 CONFERENCE 31 august - 4 september 2009Konferansepaper (Fagfellevurdert)
  • 13.
    Engström, Susanne
    et al.
    Mälardalens högskola, Institutionen för matematik och fysik.
    Gustafsson, Peter
    Mälardalens högskola, Institutionen för matematik och fysik.
    Niedderer, Hans
    Mälardalens högskola, Institutionen för matematik och fysik.
    How students discuss and explain sustainable energy2007Inngår i: ESERA 2007, 2007, s. 131-Konferansepaper (Fagfellevurdert)
  • 14.
    Engström, Susanne
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Gustafsson, Peter
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Svenson, Anders
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Education for sustainable development and the relation to learning for entrepreneurship in the national technology program in the Swedish upper secondary school – is it a “happy couple”?2012Inngår i: IOSTE XV Symposium: Science & Technology Education for Development, Citizenship and Social Justice / [ed] Mondher Abrougui, 2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The last decades have seen a grooving insight in the need of development towards a sustainable society. This manifests in several political statements but also reveals the problem with realization. In this study we investigate how the concept of education in sustainable development is presented in steering documents for the Swedish upper secondary school and especially the national technology programme. This choice of programme is made because its content easily can be connected to the three categories in sustainable development: environment, social and economic issues. Another perspective that has became current in the educational system in Sweden and also manifested in political documents is Entrepreneurship. Inspired by both discourse analysis and by Bourdieu’s theories about social practices in society we have studied the Swedish national steering documents for the technology programme out from writings of sustainable development and entrepreneurship. The result is remarkable in that even if writings about sustainable development exist, they get more diminished and less committing the closer you get to the actual teaching situation. In documents, that steer and signals especial values for teaching in the programme, we find interesting diverges in statements. Sustainable development seems to be valued lower compared with for example entrepreneurship and product development for economic growth. Both sustainable development and entrepreneurship are highlighted in the steering documents and a political aim is to connect them, but it is interesting to see how different they are emphasized in the different documents especially in the more concrete course syllabi. One

    conclusion can be that Sweden on an international level has ambitions to be seen as a nation taking responsibility for the future but has not been able to transmit this into action in the educational system.

  • 15.
    Norberg Brorsson, Birgitta
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Enghag, Margareta
    Stockholms universitet, Sweden.
    Engström, Susanne
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Muntlig kommunikation under en lektion om energikällor i årskurs 52014Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 10, nr 1, s. 46-62Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There are alarming signals of a decreasing interest in science among students and, according to research, one reason for this development is the exclusion of the students’ experiences and thoughts in the teaching process. This article presents a study of oral communication patterns during a lesson on energy sources in year five in a Swedish primary school. The teaching sequence is analysed with both quantitative and qualitative methods to make evident the use of question – answer patterns, roles, and genres. The teacher creates a dialogue, using both everyday and academic language to explain complicated concepts, and allowing plenty of time for the students’ contributions. The students are also given opportunities to internalise the scientific language by means of demanding roles and genres. By including writing elements this wholly oral lesson would have provided even greater learning opportunities.

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