“On Mars, we will speak Arabic”: Negotiating race/ethnicity, gender and language in upper secondary physics in Scandinavia
Research output: Contribution to journal › Journal article › Research › peer-review
A central argument for implementing reform-based teaching methods in school science is to promote learners’ epistemic agency (González-Howard & McNeill, 2020; Stroupe, 2014). Research in physics education has shown that, for instance, inquiry-based methods increase engagement with disciplinary knowledge and practices (e.g., Etkina et al., 2020; Kapon, 2016). In the nexus of agency, engagement and practices, the connection from the physics classroom to students' everyday lives is believed to be essential for students to develop science identities (Carlone, 2004; Kapon et al., 2018). Conversely, teaching and learning activities that connect physics learning to students’ everyday lives may also influence their science practice (Danielsson & Linder, 2009; Gonsalves et al., 2016). Therefore, it is important to investigate how students’ identities influence the development of their epistemic agency as physics learners.
Translated title of the contribution | "På Mars vil vi tale arabisk": Forhandling om race/etnicitet, køn og sprog i gymnasiefysik i Skandinavien. |
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Original language | English |
Journal | Science Education |
Number of pages | 24 |
ISSN | 0036-8326 |
Publication status | Accepted/In press - Jul 2024 |
ID: 368724935