Teachers’ Attitudes to Teaching Introductory Solid Mechanics in Upper Secondary School
In upper secondary school in Sweden, the students in the technology programme take an introductory course that aims at providing a broad introduction to the engineering field. The course’s curriculum is open to various interpretations and solid mechanics is not included explicitly, but it is taught within the course by many teachers. Previous studies of teachers’ attitudes towards other subjects showed that confidence is commonly influenced by subject knowledge. Thereby teachers’ knowledge affects their teaching and their students’ learning opportunities. The present study was based on interviews with 13 technology teachers, teaching in upper secondary school. The interviews concerned their attitudes towards teaching introductory solid mechanics and included those who taught solid mechanics, and those who did not. Those who taught solid mechanics did so through personal choice, because of influence from colleagues and local traditions, or because they took it for granted. Many among them expressed interest in solid mechanics and thought it to be of importance for future engineers. They had high self-efficacy and low anxiety regarding the subject. Those who did not teach solid mechanics omitted it mainly because of an experienced lack of knowledge. They let their students develop problem-solving and calculation abilities within other areas, which the teachers themselves felt more confident in. They ranked the importance of solid mechanics for future engineers as medium or low. The study indicates that technology teachers’ attitudes towards various engineering disciplines may affect their teaching and that studying those attitudes is important to understand the enacted school subjects.
Referera så här
Copyright (c) 2021 Caroline Forsell, Susanne Engström, Per Norström
Det här verket är licensierat under en Creative Commons Erkännande 4.0 Internationell-licens.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).