On mathematics and physics teaching in upper-secondary school

Örjan Hansson, Kristina Juter, Andreas Redfors

Forskningsoutput: TidskriftsbidragArtikel i vetenskaplig tidskriftPeer review

Sammanfattning

This article reports on physics teaching in upper-secondary school with a focus on communication and relations made between mathematics, theoretical models in physics, and reality.
Video data from four physics classrooms in three different teaching contexts, i.e., lessons, problem
solving, and lab work, have been analysed by combining two theoretical frameworks: the Ternary
Framework and Joint Action Theory in Didactics. Four physics teachers were selected from among a
range of teachers who had responded to a web-based questionnaire, representing different teacher
profiles from the questionnaire. The results indicate that the teacher profiles, including information on
curriculum emphasis and views of mathematics, physics, and physics teaching, were good predictors
for communication in the classrooms. The teacher profiles were found to influence teaching and
the communication more than the teaching contexts. The benefits of formally correct mathematical
treatment during physics teaching are discussed based on the results
Originalspråkengelska
Artikelnummer564
Antal sidor17
TidskriftEducation Sciences
Volym13
Nummer6
DOI
StatusPublished - 2023
Externt publiceradJa

Ämnesklassifikation (UKÄ)

  • Didaktik

Fria nyckelord

  • curriculum emphasis; mathematics and physics; upper-secondary physics teaching

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