Teacher Learning about the Integration of Energy and Equity: A Case Study

Autor/inn/en	Robertson, Amy D.; Hu?nh, Trà; Mathis, Clausell; Bauman, Lauren C.; Scherr, Rachel E.
Titel	Teacher Learning about the Integration of Energy and Equity: A Case Study
Quelle	In: Physical Review Physics Education Research, 19 (2023) 1, Artikel 010136 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robertson, Amy D.) ORCID (Hu?nh, Trà) ORCID (Mathis, Clausell) ORCID (Bauman, Lauren C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1103/PhysRevPhysEducRes.19.010136
Schlagwörter	Case Studies; Multicultural Education; Faculty Development; Physics; Science Instruction; Science Teachers; Equal Education; Energy; Scientific Concepts; Criticism; Summer Programs; Teaching Methods; Climate; Critical Race Theory; Disproportionate Representation; Science Education + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Multikulturelle Erziehung; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Energie; Kritik; Sommerkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Klima; Naturwissenschaftliche Bildung
Abstract	Multicultural education invites teachers to support students in critiquing the foundations of a given discipline, with the aim of reimagining that discipline and the purposes it serves. In this paper, we present a series of cases in which high school physics teachers who are enrolled in a summer professional development course expressed vexation as they tried to integrate equity with the physics concept of energy and in which one teacher made significant progress in this integration. These cases serve to illustrate what teacher learning about multicultural education might look like in physics and what resources may support this learning. These cases also point us to some of the ways in which physics as a discipline and schooling as a system make it difficult for teachers to critically examine the canon. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01