“I’m not that important”: Barriers and bolsters to student agency during conversations about the intersections of physics and ethics
“I’m not that important”: Barriers and bolsters to student agency during conversations about the intersections of physics and ethics
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“我没那么重要”：在关于物理和伦理学交叉的对话中对学生能动性的障碍和支持
DOI：
10.1119/perc.2020.pr.gutmann
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发表时间：
2020
影响因子：
--
通讯作者：
Alice Olmstead
中科院分区：
文献类型：
--
作者：
Brianne Gutmann;Egla Ochoa;Alice Olmstead
物理学对社会产生了巨大的影响，无论是在解决问题还是在延续危害方面。然而，我们很少通过促进关于道德问题的对话来训练物理学生应对他们对社会的责任。我们制作并收集了一个关于原子弹发展的单元的课堂录像。在这里，我们分析了一组学生的小团体互动，以揭示因素，使和限制他们的参与。有利因素包括：（a）能引发学生意见的课程材料，（B）能让学生相互推动以参与课程内容的机会，以及（c）能进一步推动和验证学生推理的教师引导。限制因素包括：（a）学生对缺乏物理学伦理推理经验感到不安，（B）学生预期他们在物理学界缺乏能动性，以及（c）学生由于种族和性别而预测他们在历史背景下缺乏能动性。我们考虑这些因素对教学的影响。
Physics has greatly impacted society, both in solving problems and perpetuating harm. Yet we rarely train physics students to grapple with their responsibilities to society by facilitating conversations about ethical issues. We developed and collected classroom video of a unit on the development of the atomic bomb. Here, we analyze a set of students’ small group interactions to reveal factors that enable and limit their engagement. Enabling factors include: (a) curricular materials that elicit students’ opinions, (b) opportunities for students to push each other to engage with the content, and (c) instructor facilitation that further pushes and validates student reasoning. Limiting factors include: (a) students’ discomfort around inexperience with ethical reasoning in physics, (b) students’ anticipation of their lack of agency in the physics community, and (c) students’ projections of their lack of agency in a historical context due to their race and gender. We consider the implications of these factors for instruction.
迈向有意义的物理识别：这种识别实际上是什么样的？
DOI：
10.1119/1.5055325
发表时间：
2018
期刊：
The Physics Teacher
影响因子：
--
作者：
Hazari, Zahra;Cass, Cheryl
通讯作者：
Cass, Cheryl