Leveraging a Relationship with Biology to Expand a Relationship with Physics

Autor/inn/en	Sawtelle, Vashti; Turpen, Chandra
Titel	Leveraging a Relationship with Biology to Expand a Relationship with Physics
Quelle	In: Physical Review Physics Education Research, 12 (2016) 1, S.010136-1 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
DOI	10.1103/PhysRevPhysEducRes.12.010136
Schlagwörter	Physics; Biology; Epistemology; Affective Behavior; Case Studies; Ethnography; Interdisciplinary Approach; Identification (Psychology); Expertise; Student Experience; Learning Experience; Attitude Change; Learner Engagement; Educational Principles; Interviews; College Students; Maryland + Suchen Sie Ihr Suchwort? Physik; Biologie; Erkenntnistheorie; Affective disturbance; Active behaviour; Affektive Störung; Case study; Fallstudie; Case Study; Ethnografie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Expert appraisal; Studienerfahrung; Lernerfahrung; Attitudinal change; Einstellungsänderung; Bildungsprinzip; Interviewing; Interviewtechnik; Collegestudent
Abstract	This work examines how experiences in one disciplinary domain (biology) can impact the relationship a student builds with another domain (physics). We present a model for disciplinary relationships using the constructs of identity, affect, and epistemology. With these constructs we examine an ethnographic case study of a student who experienced a significant shift in her relationship with physics.We describe how this shift demonstrates (i) a stronger identification with physics, (ii) a more mixed affective stance towards physics, and (iii) more expertlike ways of knowing in physics. We argue that recruiting the student's relationship with biology into experiences of learning physics impacted her relationship with physics as well as her sense of how physics and biology are linked. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01