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Abstract
My presentation will present the result from one main investigation with two smaller follow-up studies and one ongoing study. The first study consists of an interpreting, iterative analysis of statements made by experts on contents of education, which results in a subject-specific list of contents for physics education on sustainable energy systems presented as a category system. The categories from the first investigation are used for analysis in the two follow-up studies, which involve the study of textbooks and one classroom analysis. The results show that the content of physics for upper secondary, in order for students to reach insight, should comprise certain physical concepts and relations not only in “limited contexts” but also in relation to greater contextual connections, in which problematisation and insight in solutions for the future is necessary. These parts should have a similar weight! This is not to be found in either the typical educational material (textbooks) or in one studied classroom teaching. Why? These results lead into the next main study, which is introduced in this presentation – investigating school physics as a field, using Pierre Bourdieu’s sociological theory of social space within the tradition of sociology of culture. First results will be presented at ESERA.
Synopsis
1. Background, framework and purpose
Sustainable energy education will teach students to understand and engage in the current energy situation in society. We want to give them the opportunity to discuss and deal with energy and environmental problems. We have to integrate in physics teaching both basic scientific knowledge and qualifications to handle relevant situations related to individual and social purposes (Roberts, 2007; Andersson et.al., 2002; Hobson, 2006).
This study will first of all end up in a subject content dealing with sustainable energy in physics course at upper secondary. Starting points are the definition of sustainable energy supply (Bruntland, 1987) and the definition of sustainable energy systems (Swedish Environmental protection agency, 2006). Sustainable energy constitutes an interdisciplinary field (Gough, 2002) that involves e.g. physics, engineering, chemistry, economy, sociology, politics, ethics and history (Hobson, 2006).The insight that supply must be treated by renewable energy sources is fundamental, but also the insight in non-renewable energy sources and the effects of the usage of these. It is also important to understand the science behind technology (SEET, 2008). The aim with physics education is to encourage students to discuss physical processes and political standpoints, with the help of the teacher stressing issues researchers agree on (Space, 2007).
Subject content interpreted from results in this study are largely of a holistic approach. But also characterized by a large percentage of technology optimism, which in turn leads us to the idea of the knowledge tradition of physics as a school subject. The same applies to the
analysis of textbooks and one teaching example, which show a lesson material with a focus mostly on basic physics concepts, focusing on relationships, formulas and strategies for successful calculations. The first main study have resulted in subject content with intentions for example relations to sustainable development. But the results (follow-up studies) have also created an interest, a curiosity, about school physics as a field – the physics and their representatives. Therefore, in a second main study the school of physics as a field is analysed using Pierre Bourdieu’s sociological theory of social space within the tradition of sociology of culture (Bourdier, 1996; Broady, 1998).
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2. Research questions
1. What content, and what treatment of this content, should be used in physics education in upper secondary school, in order for students to develop an insight in sustainable energy systems? (First main study, finished))
2. How is such content treated in textbooks written for the Physics A-course in upper secondary school, and in other educational materials? (First follow-up study, finished)
3. How is such content treated in one teaching example from a Physics A-course, concerning energy and heat? (Second follow-up study, finished)
4. How can the social structure and its recruitment to teaching positions for physics in universities and in upper secondary school be described? (Second main study, ongoing)
3. Methods
The methodological background in the first main study with follow up-studies was about: • How to use a questionnaire to experts with open questions to determine content
objectives for teaching physics related to sustainable energy systems, like in a Delphi study (Aikenhead, 2007; Osborne et al., 2003)
• How to use a qualitative and iterative procedure to find categories for content specific objectives in answers of the experts (Driver et al.1996, Andersson&Wallin, 2000). Interrater agreement was checked and finally found to be 77% of all 442 statements. • How to do an analysis of textbooks and an analysis of one teacher’s teaching.
The methodological background in the ongoing main study can be described as a survey (sociology of culture) over the social structure and its recruitment of teachers’ positions in physics. It will describe the physics field with for example symbols, status, power relationship (Broady, 1998).
4. Results, first main study with follow up-studies
The results show that the content of physics for upper secondary, in order for students to reach insight, should comprise certain physical concepts and relations (B) not only in “limited contexts” (C) but also in relation to greater contextual connections (D), in which problematisation (E) and insight in solutions for the future (F) is necessary. These parts should have a similar weight according to the statements of the experts. The results presented as a category system of contents for teaching energy with focus on sustainable energy systems are in full length given in the thesis of Engström (2008a). A shorter version is published in Engström (2008b). The categories found were the following:
B.1 Traditional notions of energy. (E.g. energy, the energy principle and energy transformations)
B.2 Second law of thermodynamics. (Exergy, energy quality and efficiency) B.3 Additional concepts from physics.
C.1 Scientific phenomena from physics, chemistry, biology not related to human activities or the processes of human society.
C.2 Energy resources. (Energy flow from the sun, the energy balance of the earth, renewable/non-renewable sources of energy)
C.3 Existing technology. Without putting it in a larger context.
D.1 Exterior aspects of environment in society. E.g. ecological boundaries for human activity, the importance of man living in balance with environment, the notion of lifecycle analysis. D.2 Energy flow. E.g. energy flow through biomass, in society in forms of fuels and food, energy production, consumption.
D.3 The student’s own usage of energy. D.4 Economical aspects.
3 E.1 Wastage of energy. E.g low efficiency, insufficient taking care of heat and exergy in systems, the endurance of earths energy resources, the unequal usage of resources.
E.2 Negative impact on environment. E.g. climate change, security and waste problems of nuclear power, how our lifestyles have an impact on the environment.
F.1 Decrease and make usage of energy more efficient
F.2 Increase usage of renewable energy. E.g. the amount of renewable sources of energy must be increased, that flowing energy must be the primary source and thereafter other renewable sources of energy.
F.3 New purer technology.
According to our follow-up analysis, these objectives are not to be found in either the typical educational material (textbooks) or in one studied classroom teaching example.
5. Conclusions and implications, first main study with follow ups'
The panel of experts has clearly given arguments to develop the teaching of physics towards not only comprising basic notions and their relations, but also including education on larger relations, problems and solutions. There is an apparent difference between the content the panel addresses and the actual content in textbooks and the one classroom teaching example. It should not be impossible to make the themes longer and more in-depth by relating the physical notions to technological applications in a chain of energy, in which problems and future solutions are exemplified and values and economical issues are discussed. Implications of the study are to go ahead to investigate whether physics education of today includes topic content from the results of this study and to study if the school physics culture allows such content.
6. Bibliography
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Bourdieu, P. (1996). The Rules of At. Genesis and Structure of the literary Field. Cambridge: Polity Press. Broady, D. (1998). Kapitalbegreppet som utbildningssociologiskt verktyg, Skeptronhäften nr 15, 26 s.
http://www.skeptron.uu.se/broady/sec/ske-15.pdf
Bruntland, G. (Ed.). (1987). Our common future: The World Commission on Environment and Development. Oxford: Oxford University Press.
Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young People’s Images of Science. Buckingham: Open University Press.
Engström, S. (2008:a). Fysiken spelar roll! Undervisning om hållbara energisystem, fokus på gymnasiekursen
fysik A. Licentiate Thesis. Eskilstuna: Mälardalen University Press.
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Gough, A. (2002). Mutualism: a different agenda for environmental and science education, Int. J. Sci. Ed.,, VOL. 24, NO. 11, 1201–1215
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Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Dusch, R. (2003). What “Ideas – about – Science” Should Be Taught in School Science? A Delphi Study of the Expert Community. Journal of research in Science
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SEET. The Institute for Sustainable Energy SEET--Sustainable Energy Instructional Materials. Retrieved 2008.06.16 from: http://www.ateec.org/profdev/seet/materials.htm
Space, W. (2007). Climate Physics. Using basic physics concepts to teach about climate change. The Science
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