Conditions for Building a Community of Practice in an Advanced Physics Laboratory

Autor/inn/en	Irving, Paul W.; Sayre, Eleanor C.
Titel	Conditions for Building a Community of Practice in an Advanced Physics Laboratory
Quelle	In: Physical Review Special Topics - Physics Education Research, 10 (2014) 1, S.010109-1 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.10.010109
Schlagwörter	Physics; Laboratory Experiments; Communities of Practice; Time Factors (Learning); Learning Processes; Conflict; Educational Practices; Teaching Methods; Group Dynamics; Undergraduate Students; Ethnography; Classroom Environment; Classroom Techniques; Classroom Observation Techniques; Student Experience; Semi Structured Interviews; Student Attitudes; Interaction Process Analysis; Protocol Analysis; Social Cognition; Discourse Analysis; Matched Groups; Learning Experience; Kansas + Suchen Sie Ihr Suchwort? Physik; Laboratory work; Laborarbeit; Community; Learning process; Lernprozess; Konflikt; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppendynamik; Ethnografie; Klassenklima; Unterrichtsklima; Klassenführung; Studienerfahrung; Schülerverhalten; Prozessanalyse; Soziale Kognition; Diskursanalyse; Lernerfahrung
Abstract	We use the theory of communities of practice and the concept of accountable disciplinary knowledge to describe how a learning community develops in the context of an upper-division physics laboratory course. The change in accountable disciplinary knowledge motivates students' enculturation into a community of practice. The enculturation process is facilitated by four specific structural features of the course and supported by a primary instructional choice. The four structural features are "paucity of instructor time," "all in a room together," "long and difficult experiments," and "same experiments at different times." The instructional choice is the encouragement of the sharing and development of knowledge and understanding by the instructor. The combination of the instructional choice and structural features promotes the development of the learning community in which students engage in authentic practices of a physicist. This results in a classroom community that can provide students with the opportunity to have an accelerated trajectory towards being a more central participant of the community of a practice of physicists. We support our claims with video-based observations of laboratory classroom interactions and individual, semistructured interviews with students about their laboratory experiences and physics identity. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10