Teachers' Beliefs about Improving Transfer of Algebraic Skills from Mathematics into Physics in Senior Pre-University Education

Autor/inn/en	Tursucu, Süleyman; Spandaw, Jeroen; Flipse, Steven; de Vries, Marc J.
Titel	Teachers' Beliefs about Improving Transfer of Algebraic Skills from Mathematics into Physics in Senior Pre-University Education
Quelle	In: International Journal of Science Education, 39 (2017) 5, S.587-604 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tursucu, Süleyman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1296981
Schlagwörter	High School Seniors; Secondary School Mathematics; Mathematics Instruction; Algebra; Physics; Qualitative Research; Teacher Attitudes; Transfer of Training; Interviews; Questionnaires; Beliefs; Interdisciplinary Approach; Science Instruction; Foreign Countries; Secondary School Teachers; Netherlands + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Physik; Qualitative Forschung; Lehrerverhalten; Training; Transfer; Ausbildung; Interviewing; Interviewtechnik; Fragebogen; Belief; Glaube; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Niederlande
Abstract	Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers' beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a semi-structured questionnaire that was based on an algebraic transfer problem. Almost all teachers acknowledged this transfer problem and considered it to be important. We found a continuum of teachers' beliefs about aspects influencing transfer, including beliefs on improving this transfer. Together with identified improvement aspects about coherent mathematics education, these may help reduce physics teachers' frustrations who spend extra time on re-teaching mathematics. Teachers think that transfer does not happen, because students see both subjects as separate disciplines. Contrary to most physics teachers, most mathematics teachers do not feel the need to collaborate with physics teachers. We found two extreme, opposite beliefs about the transfer of algebraic skills into physics. An intermediate group believes that only an integrated approach can solve the transfer problem. Some of the teachers' beliefs could be organised into a beliefs system. Further research could investigate to which extent such beliefs systems exist and which beliefs these contain. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01