Analysing discourse and identity in physics education: Methodological considerations
2016 (English)Conference paper, Poster (Other academic)
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
Physical Sciences Educational Sciences Gender Studies
Research subject Physics with specialization in Physics Education
IdentifiersURN: urn:nbn:se:uu:diva-300833OAI: oai:DiVA.org:uu-300833DiVA: diva2:952615
Physics Education Research Conference 2016, July 20 - July 21, Sacramento, California