A Clash of Cultures: Physics and the Primary Scientist

Abstract

Many primary teachers in the UK are required to teach science without the advantage of specialist expertise in the subject. While many are commonly expert in an array of facets within primary education, they are asked to confront the teaching of science, and physics in particular, without the benefits of the confidence that comes from in‐depth familiarity with the subject. This article uses the writings of Paulo Freire to examine the ‘limit situations’ in which such teachers have to operate, where there is a constant friction between the demands and expectations of an unfamiliar, subject‐based discipline, and the norms and conventions of integrated, child‐orientated curriculum organisation. In essence, this is a clash of cultures between National Curriculum physics and primary practice, one which can be studied through an exploration of teachers’ worlds as they give voice to their principles and beliefs.

The paper draws on interviews with teachers as they talk — with a physics specialist — through their experiences of teaching physics in the classroom. The summary discussion draws implications for primary teacher professional development.

Key words:

• Paulo Freire
• primary school science
• teachers’ thinking
• pedagogic knowledge
• teacher education