Exploring Sociopolitical Landscapes in Physics Education
Exploring Sociopolitical Landscapes in Physics Education
复制标题
探索物理教育中的社会政治景观
DOI：
10.1089/scc.2022.0023
复制
发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Araya, Menna
中科院分区：
文献类型：
--
作者：
Hernandez, Jessica;Skiba, Jaime;German, Molly;Scherr, Rachel;Huynh, Tra;Mathis, Clausell;Araya, Menna
物理学和其他科学学科一样，被认为是客观的，不受政治和社会问题的影响。因此，能源等核心概念与社会政治景观之间存在着严重的脱节。这种脱节严重影响了物理课程、教学法和教育。考虑到物理学对社会和政治不平等的间接和直接影响，例如气候变化，能源不平等和技术不平等，改变这种叙述非常重要，这样学习者就可以开始通过物理学解决现实世界的问题。这一讨论主张，物理学不应再作为一个抽象的和哲学的领域，远离现实世界的应用，特别是在中学设置。为了开始改变这种说法，由美国国家科学基金会资助的能源与公平项目为来自全国各地的物理教师提供了为期一年的虚拟专业学习社区（PLC）。PLC旨在探索与能量概念相关的一个主要问题：我们如何探索物理教育中的社会政治景观？从课堂，教师和PLC的经验和观察，本文介绍了这个问题的答案，以启发专业人士参与物理教育，以解决关键需要，包括社会政治景观在该领域。通过思考这个主要问题，物理教师可以开始理解如何将公平融入科学课堂。在支持这一结论，两个案例研究的能源课程计划PLC教师参与者进行了讨论的方式，物理教师可以整合到科学教育的社会政治景观的例子。案例研究还促进了关于为什么物理教育应该与可持续发展和环境教育更紧密联系的对话。
Physics, like other scientific disciplines, is believed to be objective and free from political and social issues. Thus, there is a significant dissociation of core concepts, such as energy, from sociopolitical landscapes. This disconnection heavily influences physics curriculum, pedagogies, and education. Given the indirect and direct impacts physics has on societal and political inequalities—for example, climate change, energy inequalities, and technological inequities— there is importance in shifting this narrative so that learners can start addressing real-world problems through physics. This discussion asserts that physics should no longer be taught as an abstract and philosophical field far removed from real-world applications, especially in secondary school settings. To start shifting this narrative, the Energy and Equity Project, funded by the National Science Foundation, offered a year-long virtual professional learning community (PLC) to physics teachers from across the country. The PLC was designed to explore a major question related to the concept of energy: How do we explore sociopolitical landscapes in physics education? Drawn from classroom, teachers, and PLC experiences and observations, this article describes the responses to this question to inspire professionals involved in physics education to address the critical need to include sociopolitical landscapes in the field. By reflecting on this major question, physics teachers can start to understand how equity can be integrated into science classrooms. In support of this conclusion, two case studies of energy lesson plans developed by PLC teacher participants are discussed as examples of ways in which physics teachers can integrate sociopolitical landscapes into science education. The case studies also foster dialogue as to why physics education should be more strongly connected to sustainability and environmental education.
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