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Analysing 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)Conference paper, Poster (with or without abstract) (Other academic)
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". The results I present here contribute to the emerging subfield where students' identity development is analyzed to explore 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 different outlooks on physics encounter advanced physics courses. A discourse analytical framework allows me and my colleagues 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 available to physics students. I argue that focusing on these social aspects of physics learning contributes to a better and more inclusive physics education that may also attract a more diverse student body.

Place, publisher, year, edition, pages
2016.
National Category
Physical Sciences Educational Sciences Gender Studies
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-300833OAI: oai:DiVA.org:uu-300833DiVA: diva2:952615
Conference
Physics Education Research Conference 2016, July 20 - July 21, Sacramento, California
Available from: 2016-08-15 Created: 2016-08-15 Last updated: 2016-08-15

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