Obscuring Power Structures in the Physics Classroom: Linking Teacher Positioning, Student Engagement, and Physics Identity Development

Autor/inn/en	Hazari, Zahra; Cass, Cheryl; Beattie, Carrie
Titel	Obscuring Power Structures in the Physics Classroom: Linking Teacher Positioning, Student Engagement, and Physics Identity Development
Quelle	In: Journal of Research in Science Teaching, 52 (2015) 6, S.735-762 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21214
Schlagwörter	Science Instruction; Physics; Learner Engagement; Comparative Analysis; Case Studies; High Schools; Secondary School Teachers; Science Teachers; Affective Behavior; Student Behavior; Cognitive Processes; Identification (Psychology); Interviews; Teacher Surveys; Student Surveys; High School Students; Video Technology; Qualitative Research; Regression (Statistics); Cues; Social Influences; Context Effect; Environmental Influences; Power Structure + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Case study; Fallstudie; Case Study; High school; Oberschule; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Affective disturbance; Active behaviour; Affektive Störung; Student behaviour; Schülerverhalten; Cognitive process; Kognitiver Prozess; Interviewing; Interviewtechnik; Schülerbefragung; High schools; Student; Students; Schüler; Schülerin; Studentin; Qualitative Forschung; Regression; Regressionsanalyse; Stichwort; Sozialer Einfluss; Environmental influence; Umwelteinfluss
Abstract	In the process of reforming physics education over the last several decades, a tension has developed between engaging students with the content in more conceptually challenging ways and helping them identify with physics so they are personally motivated in their learning. Through comparative case studies of four high school physics teachers, we used a teacher positioning lens to understand an emergent theme around differences in students' level of engagement, including behavioral, affective, and cognitive engagement, and physics identity development. In each classroom, data were collected over the course of one week by two observers in multiple formats, including student and teacher interviews and surveys, video recordings, and field notes. We used a constant comparative approach with the qualitative data and regression with the quantitative data to compare across the four teachers. Our findings suggest that teachers' physical, structural, contextual, and social cues may influence the extent to which students engage with their physics class. The teachers' social cues appeared to be the most important for affective and cognitive engagement, and subsequently physics identity development. Contextual cues were less prominent, which may indicate the difficulty in making physics content contextually meaningful for students. Finally, physical/structural cues appeared to be important for behavioral engagement but this engagement was not sufficient for physics identity development. In sum, the way that physics teachers position themselves can moderate students' level and type of engagement with the class and ultimately their physics identity development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01