Curriculum Emphases, Mathematics and Teaching Practices : Swedish Upper-Secondary Physics Teachers’ views
(2020) In International Journal of Science and Mathematics Education 19(3). p.499-515- Abstract
- 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. Three hundred seventy-nine teachers responded to the questionnaire (45% response rate). The result indicates that teachers... (More)
- 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. Three hundred seventy-nine 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 Society or 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. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/592056b1-2f89-4aaa-b8a3-199c70261259
- author
- Hansson, Lena ; Hansson, Örjan ; Juter, Kristina LU and Redfors, Andreas
- publishing date
- 2020
- type
- Contribution to journal
- publication status
- published
- subject
- in
- International Journal of Science and Mathematics Education
- volume
- 19
- issue
- 3
- pages
- 499 - 515
- publisher
- Springer
- external identifiers
-
- scopus:85082940058
- ISSN
- 1571-0068
- DOI
- 10.1007/s10763-020-10078-6
- language
- English
- LU publication?
- no
- id
- 592056b1-2f89-4aaa-b8a3-199c70261259
- date added to LUP
- 2024-03-07 21:16:47
- date last changed
- 2024-04-16 04:01:47
@article{592056b1-2f89-4aaa-b8a3-199c70261259,
abstract = {{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. Three hundred seventy-nine 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 Society or 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.}},
author = {{Hansson, Lena and Hansson, Örjan and Juter, Kristina and Redfors, Andreas}},
issn = {{1571-0068}},
language = {{eng}},
number = {{3}},
pages = {{499--515}},
publisher = {{Springer}},
series = {{International Journal of Science and Mathematics Education}},
title = {{Curriculum Emphases, Mathematics and Teaching Practices : Swedish Upper-Secondary Physics Teachers’ views}},
url = {{http://dx.doi.org/10.1007/s10763-020-10078-6}},
doi = {{10.1007/s10763-020-10078-6}},
volume = {{19}},
year = {{2020}},
}