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CAREER: Changing the Landscape: Towards the Development of a Physics Identity in High School

职业：改变现状：高中物理身份的发展

基本信息

批准号：
1431846
负责人：
Zahra Hazari
金额：
$ 27.87万
依托单位：
Florida International University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2014
资助国家：
美国
起止时间：
2014-01-01 至 2016-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1431846&HistoricalAwards=false
关键词：
CAREER Changing Landscape Towards Development

项目摘要

The purpose of this study is to contribute to the understanding of how high school physics can have a maximum positive impact on students' self-perceptions, thus noticeably impacting their outcomes in this subject matter. Its focus is on the development of a positive physics identity (students' perceptions of themselves in relation to this field in terms of competence, performance, persistence, interest, and recognition by others) among high school students, particularly females, as a means to increase their academic performance. Preliminary data analysis from an ongoing NSF-funded project (GSE/RES 0624444) suggests a strong correlation between the physics identity construct (e.g., Do you see yourself as a physics person?) and the study's proposed physics identity measures (i.e., performance, competence, recognition, and interest). Although most students, especially females, conveyed depressed attitudes toward themselves as physics learners, as well as toward the discipline, those who expressed favorable perceptions toward physics learning identified a set of activities that appear to affect the development of a positive physics identity: (a) focus on conceptual understanding, (b) frequency of laboratory activities that address their beliefs, (c) frequency of opportunities to share and interact, (d) teacher encouragement, and (e) holding discussions on current relevant science topics.The PI hypothesizes that students in general, and females in particular, develop depressed attitudes toward physics, and negative perceptions of themselves as physics learners due to the lack of personally meaningful learning experiences. Thus, she submits the following research questions: (1) What high school physics teaching practices predict physics identity development?; (2) How do these strategies influence physics identity development, especially mediated by perceptions of their performance, competence, recognition, and interest?; (3) What is the long-term impact of these experiences on physics identity as students traverse their undergraduate careers?; and (4) What is the most appropriate pedagogical plan for high school physics teachers to ensure adequate development of positive physics identity?The study's proposed methods consist of case studies, a longitudinal study, development of a pedagogical plan, and the implementation of this plan. Classroom case studies of successful teachers draw on the previously referred survey of which 348 (90 females) finished high school physics with a self-rating as a physics person (5 on a 0-5 scale), including positive perceptions of instructional and leaning experiences. The longitudinal study aims at understanding the long-term impact of specific pedagogical practices on students' physics identity,including 15 students (8 females) who will be tracked over 3 to 4 years through surveys and interviews at the end of each academic year. Development of the pedagogical plan will include 15 sample lesson plans with detailed activities that connect physics content to real-world contexts, counter stereotypes about physics, analysis of underrepresentation in physics, and physics identity formative assessments. The plan will be tested through a quasi-experimental study with four teachers using the same physics course with at least two groups. Each teacher will implement the plan in one of the groups; the other group will be used as control. Of the 180 physics classes, approximately 15 (one every two weeks) will use the education plan. A physics identity scale will be administered at the beginning and end of each course. Classroom observations will be conducted while the plan is implemented.

本研究的目的是帮助理解高中物理如何对学生的自我认知产生最大的积极影响，从而显著影响他们在这门学科的成绩。它的重点是在高中生，特别是女生中发展积极的物理认同（学生对自己在这一领域的能力、表现、坚持、兴趣和他人认可方面的看法），作为提高学业成绩的一种手段。来自正在进行的nsf资助项目（GSE/RES 0624444）的初步数据分析表明，物理身份结构（例如，你认为自己是一个物理学家吗？）与该研究提出的物理身份测量（即，表现，能力，认可和兴趣）之间存在很强的相关性。尽管大多数学生，尤其是女性，对自己作为物理学习者以及对这门学科表现出消极的态度，但那些对物理学习表现出好感的人认为，一系列活动似乎影响了积极物理认同的发展：(a)注重概念理解，(b)针对他们信念的实验室活动频率，(c)分享和互动的机会频率，(d)教师鼓励，(e)就当前相关的科学主题进行讨论。PI假设，由于缺乏个人有意义的学习经验，学生，特别是女性，对物理产生了消极的态度，并对自己作为物理学习者产生了消极的看法。因此，她提出了以下研究问题：(1)高中物理教学实践如何预测物理同一性的发展？(2)这些策略如何影响物理同一性的发展，特别是通过对其表现、能力、认可和兴趣的感知来调节的？(3)在学生的本科生涯中，这些经历对物理认同的长期影响是什么？(4)为保证高中物理教师积极物理认同的充分发展，最合适的教学方案是什么？本研究提出的方法包括个案研究、纵向研究、教学计划的制定以及该计划的实施。成功教师的课堂案例研究借鉴了前面提到的调查，其中348名（90名女性）完成了高中物理课程，自评为物理人（0-5分中的5分），包括对教学和学习经验的积极看法。这项纵向研究旨在了解特定教学实践对学生物理认同的长期影响，包括15名学生（8名女性），他们将在每学年结束时通过调查和访谈进行3至4年的跟踪调查。教学计划的制定将包括15个样本课程计划，其中包含详细的活动，将物理内容与现实环境联系起来，反对对物理的刻板印象，分析物理中的代表性不足，以及物理身份形成性评估。该计划将通过一项准实验研究进行测试，由四位教师在至少两个小组中使用相同的物理课程。每位老师将在一个小组中实施该计划；另一组作为对照。在180个物理课程中，大约有15个（每两周一个）将使用该教育计划。在每门课程开始和结束时，将会有一个物理身份量表。在计划实施期间，将进行课堂观察。