Storylines in the Physics Teaching Content of an Upper Secondary School Classroom

Autor/inn/en	Berge, Maria; Danielsson, Anna; Lidar, Malena
Titel	Storylines in the Physics Teaching Content of an Upper Secondary School Classroom
Quelle	In: Research in Science & Technological Education, 38 (2020) 1, S.63-83 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berge, Maria) ORCID (Danielsson, Anna) ORCID (Lidar, Malena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2019.1593128
Schlagwörter	Foreign Countries; Science Instruction; Secondary School Science; Physics; Secondary School Teachers; Secondary School Students; Science Teachers; Teacher Student Relationship; Problem Solving; Discussion; Classroom Communication; Inquiry; Test Preparation; Mastery Learning; Teaching Methods; Sweden + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Sekundarschüler; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Problemlösen; Diskussion; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Schweden
Abstract	Background: Physics is often seen as a discipline with difficult content, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and uneven participation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant. Purpose: The purpose of this paper is to identify discursive patterns in teacher-student interactions in physics classrooms. Design and methods: Three different physics lessons with one class of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus on how physics was positioned. Results: We identified seven different storylines. Four of them ('reaching a solution to textbook problems', 'discussing physics concepts in order to gain better understanding', 'doing empirical enquiry' and 'preparing for the upcoming exam') represent what teaching physics in an upper secondary school classroom can be. The last three storylines ('mastering physics', 'appreciating physics' and 'having a feeling for physics') all concern how students are supposed to relate to physics and, thus, become 'insiders' in the discipline. Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, in the storyline of mastering physics a good physics student is associated with 'smartness', which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01