On the periphery of university physics: trainee physics teachers’ experiences of learning undergraduate physics

Larsson, Johanna; Airey, John

doi:10.1088/1361-6404/ac0e1e

Cited by 6 publications

(3 citation statements)

References 69 publications

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“…Science education has not been oblivious to such discourses. The socio‐political nature of the field is “the elephant in the room” in the words of Carter (2014), leaving its cultural problems untouched and unknown, and this problem looms even larger in the culture of university physics departments (Larsson & Airey, 2021). As Morales‐Doyle et al (2021) argue, whether conscious or not, “teacher education programs engage in political and ideological education and not simply the decontextualized development of practices” (p. 3).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In physics education research, such discourse has been shown to privilege banking logics of pedagogy (Larsson et al, 2020) with little attention being paid to the experiences of people living within that culture and navigating such discourses (Larsson & Airey, 2021). Drawing on that perspective, teacher educators thus play a crucial role in contesting or reproducing such culture, and, therefore, knowing who they are is essential.…”

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confidence: 99%

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Chilean physics teacher educators' hybrid identities and border crossings as opportunities for agency within school and university

Torres-Olave

Dillon

2022

J Res Sci Teach

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This study examines the sense of agency developed through the hybrid identities of two Chilean educators working across a university physics department (as teacher educators), a secondary school (as part-time teachers), and a self-organized professional community to which they belong. A Freirean conceptualization of agency together with border crossing and hybridity was used as theoretical frameworks. Data were collected through biographical interviews and follow-up conversations. A critical narrative approach was used for analysis. Findings suggest that the two physics educators encountered a hegemonic culture of physics education characterized by different hierarchies and tensions, such as the devaluation of pedagogy, lack of spaces for dialogue, and a punitive view of assessment. Nonetheless, evidence showed that by crossing the borders of different communities, the participants problematise their boundaries. Through their hybrid identities position, the participants enact their agency to contest such boundaries bringing new practices particularly to the physics department, such as offering spaces for collaboration, allowing others to cross boundaries between the school and the university, and across science disciplines. It is argued that such identities can provide new

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Section: Theoretical Backgroundmentioning

confidence: 99%

mentioning

confidence: 99%

Chilean physics teacher educators' hybrid identities and border crossings as opportunities for agency within school and university

Torres-Olave

Dillon

2022

J Res Sci Teach

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“…Therefore, physics teachers who only convey learning content theoretically according to the textbook without showing the actual phenomenon need to change their teaching methods (Dunnett et al, 2019;May et al, 2022). The teacher needs to take a contextual approach (Meltzer, 2021;Wagoner et al, 2018), especially by utilizing students' daily experiences, so that what the teacher conveys becomes easily imagined and captured by the students (Christensen et al, 2022;Larsson & Airey, 2021;Pols et al, 2019;Pols et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Derivation of Newton's law of cooling and heating: Heating the water then cooling it down naturally to the room temperature

Wibowo

Ulya

Farizi

et al. 2023

Momentum: Physics Education Journal

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A simple experiment has been conducted to study Newton's law of cooling and heating by observing the nature of the increasing and decreasing water temperature by utilizing a data logger, a thermocouple, a pan, a hot plate, and water. The uncovered pan contained water which was subsequently heated on a hot plate. The water was heated at ambient temperature and normal atmospheric pressure to see that the temperature rose exponentially. Conversely, the temperature of hot water decreased exponentially when the heat source was switched off. The model for increasing and decreasing water temperature is following the Newton's law of cooling and heating. It was proven that the experimental data highly fit theoretical models. The temperature increment constant (ka) and the temperature decrement constant (kd) determined the rate of temperature changes. Low values of ka and kd led to the slow change in the temperature, either the increase or the decrease in the water temperature and vice versa. The ka > kd was observed for all given conditions so that the increasing rate in the water temperature was faster than its decrease. The result of this study can be applied as an example of contextual learning of physics for university students.

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Identity Perspectives in Research on University Physics Education: What Is the Problem Represented to Be?

Johansson

Larsson

2022

Contributions From Science Education Research

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On the periphery of university physics: trainee physics teachers’ experiences of learning undergraduate physics

Abstract: when learning undergraduate physics. We also suggest how our findings may be used to inform the practice of university physics lecturers who come in contact with trainee physics teachers, and comment on the structure and organization of physics teacher education as a whole.

Cited by 6 publications

References 69 publications

Chilean physics teacher educators' hybrid identities and border crossings as opportunities for agency within school and university

Chilean physics teacher educators' hybrid identities and border crossings as opportunities for agency within school and university

Derivation of Newton's law of cooling and heating: Heating the water then cooling it down naturally to the room temperature

Identity Perspectives in Research on University Physics Education: What Is the Problem Represented to Be?

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