This essay surveys physics science education in the light of cultures. A multivariate analysis –
principal component analysis – has been used to map out the different cultures in middle
school and high school. The main purpose of this essay is to examine differences and
similarities between the different physics educational cultures found in the survey. Through
examining literature and prior research, it is also the purpose to examine what possibilities
and problems these physics educational cultures might impose on students and teachers.
Border-crossing has been a central concept in explaining how possible cultural bordercrossings
might affect the teachers and pupils.
The survey has found four different kinds of physics educational cultures which are:
‘Praktikerna’, ‘Ämnesinriktade’, ‘Anpassarna’ and ‘Återkopplarna’. These physics
educational cultures are not dependent of sex, age, appropriate teacher education or
experience. However there is a connection between which grades the teacher educates but
only for the physics educational cultures ‘Anpassarna’ and ‘Praktikerna’. The survey also
discovered that the physics educational cultures ‘Ämnesinriktade’ and ‘Anpassarna’ has to
some degree a connection to earlier examined science-cultures. ‘Återkopplarna’ seems to be a
mixture of the other three described physics educational cultures. Since cultural bordercrossings
do occur between the described educational cultures, the problems associated with
border-crossings also exist. The problems which are associated with border-crossings are: that
pupils and teachers don’t recognize each other’s physics educational cultures. These bordercrossings
are described in light of both the teachers’ points of view and the pupils’ points of
view.