September 25, 2013
12:30PM - 1:30PM
4138 Physics Research Building
Add to Calendar
2013-09-25 12:30:00
2013-09-25 13:30:00
Physics Education Research Seminar - Eleanor Sayre "Physics Student Identity Development in Crucible Courses"
En route to becoming physicists, physics students need to learn the culture and discourse of physics as well as technical content and conventions. As they progress through the curriculum, their accountable disciplinary knowledge -- what counts as "doing physics" -- changes by course level and kind of course. Changes in accountable disciplinary knowledge drive changes in students' physics discourse and identity as physicists. In this talk, I'll develop a framework for student identity and accountable disciplinary knowledge, and present some data from courses with rapid changes, which we call "crucible courses".
4138 Physics Research Building
OSU ASC Drupal 8
ascwebservices@osu.edu
America/New_York
public
Date Range
Add to Calendar
2013-09-25 12:30:00
2013-09-25 13:30:00
Physics Education Research Seminar - Eleanor Sayre "Physics Student Identity Development in Crucible Courses"
En route to becoming physicists, physics students need to learn the culture and discourse of physics as well as technical content and conventions. As they progress through the curriculum, their accountable disciplinary knowledge -- what counts as "doing physics" -- changes by course level and kind of course. Changes in accountable disciplinary knowledge drive changes in students' physics discourse and identity as physicists. In this talk, I'll develop a framework for student identity and accountable disciplinary knowledge, and present some data from courses with rapid changes, which we call "crucible courses".
4138 Physics Research Building
Department of Physics
physics@osu.edu
America/New_York
public
En route to becoming physicists, physics students need to learn the culture and discourse of physics as well as technical content and conventions. As they progress through the curriculum, their accountable disciplinary knowledge -- what counts as "doing physics" -- changes by course level and kind of course. Changes in accountable disciplinary knowledge drive changes in students' physics discourse and identity as physicists. In this talk, I'll develop a framework for student identity and accountable disciplinary knowledge, and present some data from courses with rapid changes, which we call "crucible courses".
