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Curriculum emphases, mathematics and teaching practices: Swedish upper-secondary physics teachers’ views
Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). (LISMA)ORCID-id: 0000-0003-3175-5185
Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). (LISMA)ORCID-id: 0000-0001-5530-9003
Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). (LISMA)ORCID-id: 0000-0002-3613-6132
Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Forskningsplattformen Lärande i samverkan. (LISMA)ORCID-id: 0000-0003-4792-8749
2021 (engelsk)Inngår i: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 19, s. 499-515Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article addresses physics teachers’ views about physics teaching in upper-secondary school. Their views have been investigated nationwide through a web-based questionnaire. The questionnaire has been developed based on several published instruments and is part of an ongoing project on the role of mathematics in physics teaching at upper-secondary school. The selected part of the results from the analysis of the questionnaire reported on here cross-correlate physics teachers’ views about aims of physics teaching with their view of physics classroom activities, and perceived hindrances in the teaching of physics. 379 teachers responded to the questionnaire (45% response rate). The result indicates that teachers with a high agreement with a Fundamental Physics curriculum emphasis regarded mathematics as a problem for physics teaching, whereas teachers with high agreement with the curriculum emphases Physics, Technology and Societyor Knowledge Development in Physics did not do so. This means that teachers with a main focus on fundamental theories and concepts believe that mathematics is a problem to a higher extent than teachers with main focus on the role of physics in society and applied aspects or physics knowledge development do.  Consequences for teaching and further research are discussed. 

sted, utgiver, år, opplag, sider
2021. Vol. 19, s. 499-515
Emneord [en]
Curriculum emphasis, mathematics and physics, teaching strategies, upper-secondary physics
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Identifikatorer
URN: urn:nbn:se:hkr:diva-20464DOI: 10.1007/s10763-020-10078-6ISI: 000521776000001OAI: oai:DiVA.org:hkr-20464DiVA, id: diva2:1412638
Forskningsfinansiär
Swedish Research Council, 721-2008-484Tilgjengelig fra: 2020-03-06 Laget: 2020-03-06 Sist oppdatert: 2021-02-10bibliografisk kontrollert

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Hansson, LenaHansson, ÖrjanJuter, KristinaRedfors, Andreas

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