This morning I observed the Energy 2 course, and the topic of constructing classroom communities caught my attention. Nina, who was wearing the microphone I was listening to, made the comment that she had been “teaching physics” for 4 years, but did not consider herself a “physics teacher” nor a “physicist”. She continued to comment that “physics teachers” are “intimidating”. She further explained this comment by stating that “physics teachers” have “exclusive knowledge”, such as the knowledge of “equations”. Nina added that “physics is not my major”. I found Nina's specific placement of herself as someone who “teaches physics”, as separate from a “physics teacher” as well as separate from a “physicist”, quite interesting. This highlighted the existence of many different physics related “communities” within the perceptions of teachers. (I suppose that the term “community” will be used loosely in this blog post to describe a group of people who have gained membership to co-exist in a space with agreed upon norms and values). It made me question how and why membership to these different communities exists/doesn't exists within the perceptions of certain individuals. Furthermore, I had never thought to differentiate the action of teaching from the label of “teacher”. Perhaps the seemingly subtle difference that exists in Nina's perception of “teaching physics” and being a “physics teacher” lies in her self perception of her command of the subject matter as well as her perceived command of her pedagogical content knowledge. I also wonder how the other participants view their memberships to these communities and whether they feel as though there are any “overlaps” that could exist between “teaching physics”, being a “physics teacher”, and being a “physicist”. (If this was made into a Venn Diagram, what would be included in the overlapping/non-overlapping spaces?)
Interestingly, Nina also mentioned that when people don't want to “act stupid” they “put up a wall”. Thus, she emphasized that it was important to her to have the “right to be wrong”within the community of the EPSRI classroom in order to effectively communicate with others. It makes me wonder if Nina views the EPSRI classroom as an exception to her division between the various communities involving “teaching physics”, “physics teachers”, and “physicists”.
I appreciated the terminology that Nina used to describe her personal perceptions of these various communities that perhaps actually all coexist within the EPSRI classroom. She also helped me to think more in depth about the relationship between “teaching”, “knowing”, and “doing” science.
This reminds me of something that I saw at my table on the first day - the teachers were talking about how they did not like when their students came to them with questions about quantum physics or modern physics. The teachers didn't know how to answer these questions, identifying as "teachers" not "physicists." It was very strange for me to hear because, in my own physics classes, I LOVE it when students gain an interest in physics via these more popular science outlets. Content knowledge isn't something I perceive as an obstacle, but rather an opportunity for the students to do some independent research at home and create a new ownership of knowledge outside of school. I also find this fosters more positive attitudes in class. It seems like the teachers in E2, at least on the first day, were insecure about physics content knowledge.
ReplyDelete