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Storylines in the physics teaching content of an upper secondary school classroom
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)ORCID iD: 0000-0003-3614-1692
Uppsala universitet.
Uppsala universitet.
2019 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background: Physics is often seen as a discipline with difficultcontent, 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 unevenparticipation 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 oneclass 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 onhow 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 empiricalenquiry’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 thediscipline.

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, inthe 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.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2019.
Keywords [en]
Physics, discursive patterns, storylines, science identity
National Category
Didactics
Identifiers
URN: urn:nbn:se:umu:diva-157898DOI: 10.1080/02635143.2019.1593128ISI: 000464601200001Scopus ID: 2-s2.0-85063910821OAI: oai:DiVA.org:umu-157898DiVA, id: diva2:1302800
Available from: 2019-04-05 Created: 2019-04-05 Last updated: 2019-06-13

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Berge, Maria

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Citation style
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