FIXATED ON EXACTNESS - IDENTITY NARRATIVES OF YOUNG WOMEN IN POST-COMPULSORY PHYSICS
Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › fagfællebedømt
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FIXATED ON EXACTNESS - IDENTITY NARRATIVES OF YOUNG WOMEN IN POST-COMPULSORY PHYSICS. / Gertz, Emilie.
2023. Abstract fra ESERA 2023, Tyrkiet.Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › fagfællebedømt
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TY - ABST
T1 - FIXATED ON EXACTNESS - IDENTITY NARRATIVES OF YOUNG WOMEN IN POST-COMPULSORY PHYSICS
AU - Gertz, Emilie
PY - 2023
Y1 - 2023
N2 - This study explores how 33 young women construct their identities and make meaning of their experiences in the meeting with post-compulsory upper secondary school physics. Through an identity framework the interplay between the young women and the disciplinary educational context is explored. The study draws on survey-data and semi-structured individual interviews with the young women. Using a thematic analysis, the findings show a celebration of exactness combined with a hierarchal learning process building on top of prior knowledge. Exactness was especially expressed as a similarity to mathematics but also in being able to follow a manual and fitting experiments into theory. The hierarchal learning made lower secondary school physics essential for following the lessons. Consequently, upper secondary school physics offered limited possibilities to form a sense of identity, especially when not being able to transfer competences from lower secondary school or when being unsure about performing the exactness.
AB - This study explores how 33 young women construct their identities and make meaning of their experiences in the meeting with post-compulsory upper secondary school physics. Through an identity framework the interplay between the young women and the disciplinary educational context is explored. The study draws on survey-data and semi-structured individual interviews with the young women. Using a thematic analysis, the findings show a celebration of exactness combined with a hierarchal learning process building on top of prior knowledge. Exactness was especially expressed as a similarity to mathematics but also in being able to follow a manual and fitting experiments into theory. The hierarchal learning made lower secondary school physics essential for following the lessons. Consequently, upper secondary school physics offered limited possibilities to form a sense of identity, especially when not being able to transfer competences from lower secondary school or when being unsure about performing the exactness.
M3 - Conference abstract for conference
T2 - ESERA 2023
Y2 - 28 August 2023 through 1 September 2023
ER -
ID: 366830831