“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

Standard

“On Mars, we will speak Arabic”: Negotiating race/ethnicity, gender and language in upper secondary physics in Scandinavia. / Doerr, KT; Bruun, Jesper.

In: Science Education, 2023.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Doerr, KT & Bruun, J 2023, '“On Mars, we will speak Arabic”: Negotiating race/ethnicity, gender and language in upper secondary physics in Scandinavia', Science Education.

APA

Doerr, KT., & Bruun, J. (2023). “On Mars, we will speak Arabic”: Negotiating race/ethnicity, gender and language in upper secondary physics in Scandinavia. Manuscript submitted for publication.

Vancouver

Doerr KT, Bruun J. “On Mars, we will speak Arabic”: Negotiating race/ethnicity, gender and language in upper secondary physics in Scandinavia. Science Education. 2023.

Author

Doerr, KT ; Bruun, Jesper. / “On Mars, we will speak Arabic”: Negotiating race/ethnicity, gender and language in upper secondary physics in Scandinavia. In: Science Education. 2023.

Bibtex

@article{1d3c2a4c06b44fd3b8f731f46eafd769,
title = "“On Mars, we will speak Arabic”: Negotiating race/ethnicity, gender and language in upper secondary physics in Scandinavia",
abstract = "A central argument for implementing reform-based teaching methods in school science is to promote learners{\textquoteright} epistemic agency (Gonz{\'a}lez-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{\textquoteright} everyday lives may also influence their science practice (Danielsson & Linder, 2009; Gonsalves et al., 2016). Therefore, it is important to investigate how students{\textquoteright} identities influence the development of their epistemic agency as physics learners.   ",
author = "KT Doerr and Jesper Bruun",
year = "2023",
language = "English",
journal = "Science Education",
issn = "0036-8326",
publisher = "JohnWiley & Sons, Inc.",

}

RIS

TY - JOUR

T1 - “On Mars, we will speak Arabic”: Negotiating race/ethnicity, gender and language in upper secondary physics in Scandinavia

AU - Doerr, KT

AU - Bruun, Jesper

PY - 2023

Y1 - 2023

N2 - 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.  

AB - 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.  

M3 - Journal article

JO - Science Education

JF - Science Education

SN - 0036-8326

ER -

ID: 368724935