What Is Construed as Relevant Knowledge in Physics Teaching? Similarities and Differences in How Knowledge and Power Are Staged in Three Lower Secondary Classrooms-Reference-Cited by-同舟云学术

What Is Construed as Relevant Knowledge in Physics Teaching? Similarities and Differences in How Knowledge and Power Are Staged in Three Lower Secondary Classrooms

Published:2018-05-02 Issue:3 Volume:50 Page:1167-1186
ISSN:0157-244X
Container-title:Research in Science Education
language:en
Short-container-title:Res Sci Educ

Author:

Lidar Malena^ORCID,Danielsson Anna T.,Berge Maria

Funder

Vetenskapsrådet

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

http://link.springer.com/content/pdf/10.1007/s11165-018-9727-6.pdf

Reference41 articles.

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2. Archer, L., DeWitt, J., & Osborne, J. (2015). Is science for us? Black students’ and parents’ views of science and science careers. Science Education, 99, 199–237. https://doi.org/10.1002/sce.21146 .

3. Barker, D., & Quennerstedt, M. (2016). Power and group work in physical education: a Foucauldian perspective. European Physical Education Review [Special Issue] 1–15. https://doi.org/10.1177/1356336X15620716 .

4. Biesta, G. (2014). Pragmatising the curriculum: bringing knowledge back into the curriculum conversation, but via pragmatism. The Curriculum Journal, 25, 29–49. https://doi.org/10.1080/09585176.2013.874954 .

5. Bøe, M. V., & Henriksen, E. K. (2013). Love it or leave it: Norwegian students’ motivations and expectations for postcompulsory physics. Science Education, 97(4), 550–573. https://doi.org/10.1002/sce.21068 .

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