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Different habitus – different strategies in teaching physics? : Relationships between teachers’ social, economic and cultural capital and strategies in teaching physics in upper secondary school

机译:不同的习性–物理教学的不同策略? :教师的社会,经济和文化资本与高中物理教学策略之间的关系

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摘要

With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu´s sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n=268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed; 1. The Manager of the Traditional, 2. The Challenger for Technology and 3. The Challenger for Citizenship. By constructing the habitus of the teachers in the different groups we can explain why teachers teach as they do and thereby make a contribution to both science education research and to teaching training, whereas reflective approach which also includes the individual dispositions and representations are paramount. In our paper we elaborate the grounds and implications of these findings further.
机译:鉴于当今社会对环境的意识,政治指导文件强调,所有教育都应包括可持续发展。但这似乎是其他一些争夺物理教学理想的竞争者,或者为什么物理老师会像他们那样教学呢?瑞典中学的物理老师一般都注重事实,并与科学理论和概念紧密联系。通常,课程会影响教学,使用一本标准的物理教科书,根据该书组织教学,老师会处理并演示白板上的典型任务,而小组工作对于与以下任务相关的特殊问题很常见教科书或精心制作的。这项研究的目的是分析为什么高中物理老师选择像他们一样教授能量。根据皮埃尔·布迪厄(Pierre Bourdieu)的社会学工作,从问卷中获得的数据侧重于教师的文化和经济资产或资本指标。特别是他关于生活方式和习惯的概念提供了分析的工具。我们关注物理教师在社会空间中的位置,倾向和观点,朝向高中物理教学的理想方式(n = 268)。我们的响应率为29%,由于响应率低,因此进行了无响应偏差分析。在我们的分析中,我们主要根据教学实践进行聚类分析,寻找小组,以揭示他们所教的内容和方式的共同特征,并出现了三种不同的教学类型。然后,我们通过分析性格和立场,并将其与神圣价值观的特定极化联系起来,重建了教师的集体习性,这是科学教育社会空间中自然秩序(doxa)的斗争,这是科学教育的一部分,并且具有自然科学和政治领域(课程等)等主要领域的边界。描述并分析了三个教师群体的习惯; 1.传统管理者; 2.技术挑战者; 3.公民挑战者。通过建立不同群体中教师的习惯,我们可以解释为什么教师按原样进行教学,从而为科学教育研究和教学培训做出贡献,而反思性方法(包括个体的性格和表现形式)是最重要的。在我们的论文中,我们进一步阐述了这些发现的基础和含义。

著录项

  • 作者单位
  • 年度 2014
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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 入库时间 2022-08-20 20:31:56

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