Analyzing discourse and identity in physics education: Methodological considerations
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)
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
Physical Sciences Gender Studies Educational Sciences
Research subject Physics with specialization in Physics Education
IdentifiersURN: 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