CHEMISTRY AND PHYSICS INSTRUCTION: INTEGRATION, IDEOLOGIES, AND CHOICES

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Abstract

Teachers choose whether or not to integrate Chemistry and Physics, and if so, to what extent. Choices rest on the ideology of a teacher, particularly the professional self-identity of a teacher. Choices become more rational the more a teacher understands the ideologies guiding those choices. The purpose of the article is to uncover some of these ideologies in three different contexts: scientific disciplines, the science curriculum, and relevance of subject matter. Four decades of research in science education suggest that choices can be made, but putting those choices into action is a political process, not a rational process entirely. One major challenge for teachers who want to innovate is the need to rethink and reformulate their professional identities. [Chem. Educ. Res. Pract.: 2003, 4, 115-130]

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