Episodic Memories and the Longitudinal Impact of High School Physics on Female Students' Physics Identity

Autor/inn/en	Wang, Jianlan; Hazari, Zahra; Cass, Cheryl; Lock, Robynne
Titel	Episodic Memories and the Longitudinal Impact of High School Physics on Female Students' Physics Identity
Quelle	In: International Journal of Science Education, 40 (2018) 13, S.1543-1566 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Jianlan) ORCID (Hazari, Zahra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1486522
Schlagwörter	Memory; Longitudinal Studies; Secondary School Science; Science Instruction; Females; Physics; High School Students; Negative Attitudes; Scientific Attitudes; Comparative Analysis; Student Attitudes; Science Interests; Public Schools; Private Schools; Science Careers; Honors Curriculum; South Carolina; New Jersey + Suchen Sie Ihr Suchwort? Gedächtnis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Weibliches Geschlecht; Physik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Negative Fixierung; Schülerverhalten; Public school; Öffentliche Schule; Private school; Privatschule
Abstract	Students enter physics classes with negative attitudes towards physics compared to the other sciences. Female students are more likely to opt out of a second higher-level physics course. Thus, the broad goal of this work is to better understand how to have the most lasting positive impact on female students' attitudes and motivations towards learning physics after a single physics course in high school. Through longitudinal case studies of six female students using the frameworks of episodic memory and physics identity, we explore the most impactful features of students' high school physics experiences. The data is drawn from three years of student interviews and one initial student survey. Our results indicate that the students could remember in detail and with longevity their experiences with physics causing high arousal and negative initial valence, such as teachers presenting physics knowledge in a counter-intuitive way. The students can remember the context but not the details of their experiences with physics causing low arousal and non-neutral valence, such as their teacher sharing a story about physics. Experiences that were eventually tied to positive valence had positive impacts on female students' physics identity maintenance, such as problem solving activities where no one was left behind. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01