Literaturnachweis - Detailanzeige
Autor/in | Exarhos, Stephen |
---|---|
Titel | Anti-Deficit Framing of Sociological Physics Education Research |
Quelle | In: Physics Teacher, 58 (2020) 7, S.461-464 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0031-921X |
Schlagwörter | Educational Sociology; Physics; Higher Education; Student Diversity; Educational Research; Minority Group Students; Equal Education; Student Centered Learning Bildungssoziologie; Erziehungssoziologie; Physik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit |
Abstract | I begin this manuscript by taking the assumption that addressing issues of diversity in physics higher education (PHE) in the United States is a priority for institutional, departmental, and individual policy and practice. These issues encompass a symptom--the inequitable distributions of diverse student populations in physics in comparison with those of higher education in the United States at large--and the underlying malady--the sociocultural and political constitution of physics as a field. The objective in this work is to emphasize to the physics education research (PER) community the vocabulary with which we can appropriately frame our sociological research on minoritized student success in PHE. By systematically invoking such a perspective in our research "and" in our practice, outcomes will be more equity-oriented and we will instill a shift in the culture surrounding PHE to be more student-centered rather than discipline-centered. (As Provided). |
Anmerkungen | American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |