Waiting for physics? An inquiry into first year physics students’ experience of a traditionel science curriculum.

Publikation: KonferencebidragKonferenceabstrakt til konferenceForskning

Standard

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: KonferencebidragKonferenceabstrakt til konferenceForskning

Harvard

Johannsen, BF & Rump, CØ 2009, 'Waiting for physics? An inquiry into first year physics students’ experience of a traditionel science curriculum.', Society for Research into Higher Education Annual Conference 2009, Newport, Storbritannien, 08/12/2009 - 10/12/2009. <http://www.srhe.ac.uk/conference2009/list.domain.asp?domainID=5>

APA

Johannsen, B. F., & Rump, C. Ø. (2009). Waiting for physics? An inquiry into first year physics students’ experience of a traditionel science curriculum.. Abstract fra Society for Research into Higher Education Annual Conference 2009, Newport, Storbritannien. http://www.srhe.ac.uk/conference2009/list.domain.asp?domainID=5

Vancouver

Johannsen BF, Rump CØ. Waiting for physics? An inquiry into first year physics students’ experience of a traditionel science curriculum.. 2009. Abstract fra Society for Research into Higher Education Annual Conference 2009, Newport, Storbritannien.

Author

Johannsen, Bjørn Friis ; Rump, Camilla Østerberg. / Waiting for physics? An inquiry into first year physics students’ experience of a traditionel science curriculum. Abstract fra Society for Research into Higher Education Annual Conference 2009, Newport, Storbritannien.

Bibtex

@conference{972854800fee11df825d000ea68e967b,
title = "Waiting for physics? An inquiry into first year physics students{\textquoteright} experience of a traditionel science curriculum.",
abstract = "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 {\textquoteleft}physics taught{\textquoteright} is too distant from {\textquoteleft}research physics{\textquoteright}.",
author = "Johannsen, {Bj{\o}rn Friis} and Rump, {Camilla {\O}sterberg}",
year = "2009",
language = "English",
note = "null ; Conference date: 08-12-2009 Through 10-12-2009",

}

RIS

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