Student-Centred Learning and Disciplinary Enculturation: An Exploration through Physics

Autor/in	Sin, Cristina
Titel	Student-Centred Learning and Disciplinary Enculturation: An Exploration through Physics
Quelle	In: Educational Studies, 41 (2015) 4, S.351-368 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2015.1007925
Schlagwörter	Student Centered Curriculum; Scientists; Interpersonal Competence; Physics; Writing Skills; Masters Degrees; Science Instruction; Class Activities; Cooperative Learning; Problem Solving; College Faculty; Teacher Attitudes; Teaching Methods; Student Projects; Thinking Skills; Science Careers; Constructivism (Learning); Foreign Countries; International Cooperation; Educational Cooperation; Student Mobility; Graduate Students; Semi Structured Interviews; Denmark; Portugal; United Kingdom (England) + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Interpersonale Kompetenz; Physik; Writing skill; Schreibfertigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Problemlösen; Fakultät; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Denkfähigkeit; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Dänemark
Abstract	This study argues that student-centred methods in the teaching of physics can be beneficial for students' enculturation into the discipline and into a physicist's profession. Interviews conducted with academics and students from six master degrees in physics in three different European countries suggest that student-driven classroom activities, collaborative learning and problem-solving, or integration in research groups/projects enable students to engage in practices similar to those which are part of professional scientists' routine. Through interactive, participative methods reminiscent of cognitive apprenticeship, students develop a range of abilities necessary in a physicist's career: capacity of explanation, argumentation and defence of claims; analytical reasoning; capacity to critically review literature; ability to discern research paths worth pursuing; writing skills; and interpersonal skills. These give them a first taste of what it is like to be a physicist and ease their transition into a professional physics career. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01