Analyzing discourse and identity in physics education : Methodological considerations

Uppsala universitet, Fysikundervisningens didaktik Uppsala universitet, Centrum för genusvetenskap American Association of Physics Teachers 2016

Physics Education Research has for a long time primarily been concerned with helping students to learn physics and to “think like a physicist.” This paper explores the emerging subfield where students’ identity development is analyzed to examine processes of “becoming a physicist” in a wider sense. Drawing on sociocultural theories and methodologies, and specifically analyzing identity and discourse, I focus on what happens when students with differing outlooks on physics encounter advanced physics courses. A discourse analytical framework allows one to inquire into the messages about “who one should be as a physicist” communicated to students during courses. This enables a discussion of what physicist identities are made possible for physics students. In this way, a discourse perspective can be one way of analyzing identities in physics without taking the norms of the discipline for granted.

Physical Sciences; Fysik; Gender Studies; Genusstudier; Educational Sciences; Utbildningsvetenskap; Conference paper; info:eu-repo/semantics/conferenceObject; text

10.1119.perc.2016.pr.040

application/pdf
English

UPE oai:DiVA.org:uu-312152
0000-0001-8180-5369
urn:isbn:9781931024303
doi:10.1119/perc.2016.pr.040
ISI:000393035800043
1234271551

UPPSALA UNIV LIBR
From OAIster®, provided by the OCLC Cooperative.

edsoai.on1234271551