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What Is Construed as Relevant Knowledge in Physics Teaching?: Similarities and Differences in How Knowledge and Power Are Staged in Three Lower Secondary Classrooms
Department of Education, Uppsala University, Uppsala, Sweden.
Department of Education, Uppsala University, Uppsala, Sweden; School of Education and Professional Studies, King’s College London, London, UK.
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)ORCID iD: 0000-0003-3614-1692
2020 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 50, no 3, p. 1167-1186Article in journal (Refereed) Published
Abstract [en]

The content that is privileged in teaching has consequences for what the students are given the opportunity to learn, and can thus be regarded as an aspect of power. We analyse power aspects in the teaching of physics by identifying actions that guide or direct other people's actions, and then analyse similarities and differences in different classrooms in terms of how governance is staged and what potential consequences this can have. The analyses are made on data from classroom activities, documented through video recordings and field notes, in three lower secondary schools in Y8 and Y9 respectively. At first glance, teachers from all three schools adhere to a traditional interpretation of a physics curriculum. But a more in-depth analysis shows that the students in the different classrooms are given quite dissimilar opportunities to participate in teaching and create relationships with the content. What appears to be a desirable way of acting offers different conditions for meaning-making. In an increasingly individualised society where people are expected to be active, reflective and make choices for their own personal good, the students in these three classrooms are offered very different conditions to practice and learn to take part in knowledge-making, connect physics content to their everyday life and exercise informed citizenship.

Place, publisher, year, edition, pages
Springer, 2020. Vol. 50, no 3, p. 1167-1186
Keywords [en]
Physics teaching, Power, Knowledge, Governance
National Category
Didactics
Identifiers
URN: urn:nbn:se:umu:diva-147408DOI: 10.1007/s11165-018-9727-6ISI: 000538039800016Scopus ID: 2-s2.0-85085972714OAI: oai:DiVA.org:umu-147408DiVA, id: diva2:1203421
Funder
Swedish Research Council, 2012-5472
Note

First published online 02 May 2018

Available from: 2018-05-03 Created: 2018-05-03 Last updated: 2023-03-24Bibliographically approved

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Berge, Maria

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