Modification of “Scientist”: The Intersection Between Physics Education and Sense of Belonging
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2023-04-16
Authors
Pleskovitch, Alexis
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Poynor, Adelé N.
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Abstract
Women and minorities have been historically underrepresented in physics. This is true in every branch of physics from teachers to students, to the figures spoken about in classes. To combat stereotypes that are currently impacting women and minorities, previous studies have worked to design lessons and interventions centered around sense of belonging, identity, and interest in physics. The present study used a set of interactive lessons centered around diverse voices in physics to teach students in introductory astronomy-based classes about physics concepts as well as women and their discoveries in astrophysics. These lessons were hypothesized to increase sense of belonging, identity with the terms “physicist” and “scientist”, and interest in physics. Paired-sample t-tests were used to look at changes in students’ identity and their sense of belonging. Qualitative analysis was used to find gaps in the quantitative measures and was coded with four major themes in mind: physics content, classroom components, difficulties, and dedication while looking at students’ beliefs about their sense of belonging, identity, and interest in physics. The hypotheses were largely unsupported due to logistical issues with the duration and implementation of the lessons. However, students were able to learn from these lessons and had significant learning gains. This project can be used to better understand how interactive lessons affect students and how the implementation of those lessons can affect student learning. Future directions for this include helping students belong in the scientific community, identify as scientists, and continue to progress in science.
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Physics
Psychology
Psychology
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Physics
Psychology
Psychology
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Physics, 2023
Psychology, 2023
Psychology, 2023