"On Mars, we will speak Arabic": Negotiating identity in upper secondary physics in Denmark.
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| Title: | "On Mars, we will speak Arabic": Negotiating identity in upper secondary physics in Denmark. |
|---|---|
| Authors: | Doerr, Katherine1 (AUTHOR) katherine.doerr@mau.se, Bruun, Jesper2 (AUTHOR) |
| Source: | Science Education. Nov2024, Vol. 108 Issue 6, p1698-1724. 27p. |
| Subject Terms: | *Science education, *Curriculum implementation, *Online education, Linguistic identity, Race |
| Abstract: | Seeking to make upper secondary school physics more relevant and engaging, an online collaborative learning curriculum was designed. Each of the curriculum's lessons was structured as a goal‐based scenario about human scientists on Mars. Video and audio data from the curriculum's implementation in Denmark was collected. This study utilized the theoretical lenses intersectionality, repertoires of practice, and epistemic agency. The use of comics as an analytical tool provided a novel and accessible way to depict the complex dynamics within the physics classroom. It allowed for a multimodal representation of the data and enabled a nuanced examination of the students' interactions. Findings suggest that interactions were shaped by the students' identities and these dynamics shaped their repertoires of practice. Moreover, the interactions had a profound impact on students' epistemic agency in physics. Collaborative learning with a goal‐based scenario can include and empower diverse gender, racial, and language identities. It can also, however, work to disempower and exclude when the hegemonically white and masculine culture of physics is left unproblematized. This leads to the conclusion that if reform‐based science education is untethered from a critical stance on socioscientific issues, students and teachers may reproduce social problems as much as they also may challenge them. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181569388 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: "On Mars, we will speak Arabic": Negotiating identity in upper secondary physics in Denmark. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Doerr%2C+Katherine%22">Doerr, Katherine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> katherine.doerr@mau.se</i><br /><searchLink fieldCode="AR" term="%22Bruun%2C+Jesper%22">Bruun, Jesper</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education%22">Science Education</searchLink>. Nov2024, Vol. 108 Issue 6, p1698-1724. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+implementation%22">Curriculum implementation</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+identity%22">Linguistic identity</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Seeking to make upper secondary school physics more relevant and engaging, an online collaborative learning curriculum was designed. Each of the curriculum's lessons was structured as a goal‐based scenario about human scientists on Mars. Video and audio data from the curriculum's implementation in Denmark was collected. This study utilized the theoretical lenses intersectionality, repertoires of practice, and epistemic agency. The use of comics as an analytical tool provided a novel and accessible way to depict the complex dynamics within the physics classroom. It allowed for a multimodal representation of the data and enabled a nuanced examination of the students' interactions. Findings suggest that interactions were shaped by the students' identities and these dynamics shaped their repertoires of practice. Moreover, the interactions had a profound impact on students' epistemic agency in physics. Collaborative learning with a goal‐based scenario can include and empower diverse gender, racial, and language identities. It can also, however, work to disempower and exclude when the hegemonically white and masculine culture of physics is left unproblematized. This leads to the conclusion that if reform‐based science education is untethered from a critical stance on socioscientific issues, students and teachers may reproduce social problems as much as they also may challenge them. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181569388 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/sce.21898 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 1698 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Curriculum implementation Type: general – SubjectFull: Online education Type: general – SubjectFull: Linguistic identity Type: general – SubjectFull: Race Type: general Titles: – TitleFull: "On Mars, we will speak Arabic": Negotiating identity in upper secondary physics in Denmark. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Doerr, Katherine – PersonEntity: Name: NameFull: Bruun, Jesper IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00368326 Numbering: – Type: volume Value: 108 – Type: issue Value: 6 Titles: – TitleFull: Science Education Type: main |
| ResultId | 1 |
