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Analyzing discourse and identity in physics education: Methodological considerations
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.ORCID iD: 0000-0001-8180-5369
2016 (English)In: 2016 Physics Education Research Conference Proceedings / [ed] Dyan L. Jones, Lin Ding, and Adrienne L. Traxler, American Association of Physics Teachers , 2016, 180-183 p.Conference paper (Refereed)
Abstract [en]

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.

Place, publisher, year, edition, pages
American Association of Physics Teachers , 2016. 180-183 p.
PERC Proceedings, ISSN 1539-9028
National Category
Physical Sciences Gender Studies Educational Sciences
Research subject
Physics with specialization in Physics Education
URN: urn:nbn:se:uu:diva-312152DOI: 10.1119/perc.2016.pr.040ISBN: 978-1-931024-30-3OAI: oai:DiVA.org:uu-312152DiVA: diva2:1062339
Physics Education Research Conference (PERC) 2016, July 20-21, 2016, Sacramento, CA, USA
Available from: 2017-01-05 Created: 2017-01-05 Last updated: 2017-01-17Bibliographically approved

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Publisher's full texthttp://www.compadre.org/per/items/detail.cfm?ID=14224

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