{"title":"\"在火星上,我们将说阿拉伯语\":丹麦高中物理中的身份协商","authors":"Katherine Doerr, Jesper Bruun","doi":"10.1002/sce.21898","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21898","citationCount":"0","resultStr":"{\"title\":\"“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark\",\"authors\":\"Katherine Doerr, Jesper Bruun\",\"doi\":\"10.1002/sce.21898\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":771,\"journal\":{\"name\":\"Science & Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-07-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21898\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science & Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/sce.21898\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/sce.21898","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark
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.
期刊介绍:
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]