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Negotiating a Practice of Learning
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research on study choice and participation in higher education, particularly in science and engineering, stresses the importance of students' on-going identity work as learners (Holmegard, Ulriksen & Madsen, 2014; Henriksen, Dillon & Ryder, 2015), especially on the scale of field of study. Our project explore how such identity work takes place on course level.

An interview study concerning course achievement was undertaken with 21 students on a third-semester physics course. An interpretative discourse analysis (Gee, 2011) of the interviews yielded a model for students' negotiations of their practice in the course. Three types of practice were described: Ignoring to study, Studying to pass, and Studying to learn. The choice between these was influenced by the significance recognized for the course. This recognition, in turn, was generally discussed in relation to identity, largely connected to programme affiliation.

This negotiation process becomes especially relevant when differently profiled programmes allow students to recognize and expect different ways of doing disciplines. However, in the study context they often study the same courses. We will present examples of the consequences this can have, based on quantitative data from the fields of physics and economics. Our results emphasize the importance of designing and teaching courses in a way that enable all students to recognize them as significant, to encourage both learning and participation.

References

Gee, J.P. (2011). An introduction to discourse analysis: theory and method. (3rd ed.). New York: Routledge.

Henriksen, E.K., Dillon, J., & Ryder, J. (Eds.). (2015). Understanding student participation and choice in science and technology education. Springer.

Holmegaard, H.T., Ulriksen, L.M., & Madsen, L.M. (2014). The process of choosing what to study: A longitudinal study of upper secondary students' identity work when choosing higher education. Scandinavian Journal of Educational Research, 58(1), 21-40.

Place, publisher, year, edition, pages
2015.
Keyword [en]
Learning Students Negotiation
National Category
Physical Sciences Educational Sciences
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-262669OAI: oai:DiVA.org:uu-262669DiVA: diva2:854817
Conference
EuroSoTL 2015: Bridging Boundaries through the Scholarship of Teaching & Learning
Available from: 2015-09-17 Created: 2015-09-17 Last updated: 2016-02-23

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Authority records BETA

Andersson, StaffanJohansson, AndersElmgren, MajaSalminen Karlsson, Minna

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