Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development
Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development
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模糊物理课堂中的权力结构：将教师定位、学生参与和物理身份发展联系起来
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
C. Beattie
中科院分区：
文献类型：
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作者：
Z. Hazari;C. Cass;C. Beattie
在过去的几十年中，在改革物理教育的过程中，以更概念性的方式使学生与内容进行挑战并帮助他们认同物理学之间的紧张关系，因此他们通过对四个高级案例研究进行了个人动机。学校物理老师，我们使用教师定位镜头来理解学生参与度差异的紧急主题，包括行为，情感和认知能力参与以及每个课堂的物理身份发展。由多种格式的观察者进行的一周，包括学生和老师的访谈和调查，录像带和现场笔记。教师的身体，结构，上下文和社会线索可能会影响学生与他们的物理阶级的范围不太突出，这可能表明对学生的物理内容有意义，最终，物理/结构提示似乎对行为参与很重要，但这种参与对于物理身份的发展是不够的。他们可以适应学生与班级的水平和类型的交往，并最终将其物理身份发展。
In the process of reforming physics education over the last several decades, a tension has developed between engaging students with the content in more conceptually challenging ways and helping them identify with physics so they are personally motivated in their learning. Through comparative case studies of four high school physics teachers, we used a teacher positioning lens to understand an emergent theme around differences in students' level of engagement, including behavioral, affective, and cognitive engagement, and physics identity development. In each classroom, data were collected over the course of one week by two observers in multiple formats, including student and teacher interviews and surveys, video recordings, and field notes. We used a constant comparative approach with the qualitative data and regression with the quantitative data to compare across the four teachers. Our findings suggest that teachers' physical, structural, contextual, and social cues may influence the extent to which students engage with their physics class. The teachers' social cues appeared to be the most important for affective and cognitive engagement, and subsequently physics identity development. Contextual cues were less prominent, which may indicate the difficulty in making physics content contextually meaningful for students. Finally, physical/structural cues appeared to be important for behavioral engagement but this engagement was not sufficient for physics identity development. In sum, the way that physics teachers position themselves can moderate students' level and type of engagement with the class and ultimately their physics identity development. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 735–762, 2015.
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM