Operationalizing Relevance in Physics Education: Using a Systems View to Expand Our Conception of Making Physics Relevant

Autor/inn/en	Nair, Abhilash; Sawtelle, Vashti
Titel	Operationalizing Relevance in Physics Education: Using a Systems View to Expand Our Conception of Making Physics Relevant
Quelle	In: Physical Review Physics Education Research, 15 (2019) 2, Artikel 020121 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nair, Abhilash)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; Relevance (Education); Student Attitudes; Epistemology; Learning Experience; Teaching Methods; Introductory Courses; Undergraduate Students; Case Studies; Student Characteristics; Majors (Students); Microbiology; Correlation; Biochemistry; Computer Simulation; Student Motivation; Systems Approach; Michigan + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Relevance; Relevanz; Schülerverhalten; Erkenntnistheorie; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Case study; Fallstudie; Case Study; Mikrobiologie; Korrelation; Biochemie; Computergrafik; Computersimulation; Schulische Motivation; Systemischer Ansatz
Abstract	A common hope of many physics educators and researchers is that students leave the course with a stronger sense that physics is relevant to them than when they entered the course. Multiple survey measures have attempted to measure shifts in students' beliefs on the relevance of physics but frequently the results show a negative shift in students' beliefs and are often reported as a failure of students to "see the relevance." We challenge this view by highlighting the limitations of attitudinal and epistemological surveys' ability to probe relevance. We then articulate a more expansive view of relevance using ecological systems theory that serves as a lens we apply to analyze students' experiences. Instead of deficit-framing students' abilities or challenging their beliefs about the relevance of physics, we show how incorporating their rich disciplinary experiences can make physics classrooms truly more relevant. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01