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Who is the competent physics student?: A study of students’ positions and social interaction in small-group discussions
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)
2014 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, ISSN ISSN 1871-1502, EISSN 1871-1510, Vol. 9, no 2, 441-459 p.Article in journal (Refereed) Published
Abstract [en]

This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. The analysis was based on gender theory viewing gender both as a process and a discourse. Specifically discursive psychology analysis was used to examine how students position themselves and their peers within discourses of physics and gender. The results of the study reveal how images of physics and of ‘‘skilled physics student’’ were constructed in the context of the interviews. These discourses were reconstructed in the students’ discussions and their social interactions within groups. Traditional gendered positions were reconstructed, for example with boys positioned as more competent in physics than girls. These positions were however also resisted and challenged.

Place, publisher, year, edition, pages
Springer, 2014. Vol. 9, no 2, 441-459 p.
Keyword [en]
gender, physics education, group discussions, positioning
Keyword [sv]
Genus, fysikundervisning, gruppdiskussioner, positionering
National Category
Educational Sciences
Research subject
didactics of physics
URN: urn:nbn:se:umu:diva-94842DOI: DOI:10.1007/s11422-012-9441-zOAI: diva2:756572
Available from: 2014-10-17 Created: 2014-10-17 Last updated: 2015-05-12Bibliographically approved

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Due, Karin
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