Waiting for physics? An inquiry into first year physics students’ experience of a traditionel science curriculum.
Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning
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Waiting for physics? An inquiry into first year physics students’ experience of a traditionel science curriculum. / Johannsen, Bjørn Friis; Rump, Camilla Østerberg.
2009. Abstract fra Society for Research into Higher Education Annual Conference 2009, Newport, Storbritannien.Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning
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TY - ABST
T1 - Waiting for physics? An inquiry into first year physics students’ experience of a traditionel science curriculum.
AU - Johannsen, Bjørn Friis
AU - Rump, Camilla Østerberg
PY - 2009
Y1 - 2009
N2 - Studies of attrition in science education show that students who leave are often extrinsically motivated,whereas students who stay are often intrinsically motivated. Furthermore, students (in Scandinavia)tend to use an introvert discourse when explaining their motives for leaving. A longitudinal study of 26first year students of physics, who were interviewed on two to seven occasions over a year, show thateven the intrinsically motivated students struggle with their studies. They experience a pressure forusing a surface approach to studying, which they find inappropriate. Although students use anintrospective discourse, analysis of interviews show that they experience a conflict between theirintrinsic interest in physics and the curriculum. This can be interpreted as a problem with the didacticaltransposition; the ‘physics taught’ is too distant from ‘research physics’.
AB - Studies of attrition in science education show that students who leave are often extrinsically motivated,whereas students who stay are often intrinsically motivated. Furthermore, students (in Scandinavia)tend to use an introvert discourse when explaining their motives for leaving. A longitudinal study of 26first year students of physics, who were interviewed on two to seven occasions over a year, show thateven the intrinsically motivated students struggle with their studies. They experience a pressure forusing a surface approach to studying, which they find inappropriate. Although students use anintrospective discourse, analysis of interviews show that they experience a conflict between theirintrinsic interest in physics and the curriculum. This can be interpreted as a problem with the didacticaltransposition; the ‘physics taught’ is too distant from ‘research physics’.
M3 - Conference abstract for conference
Y2 - 8 December 2009 through 10 December 2009
ER -
ID: 17366731