Benjamin Archibeque · PERC Summer Meeting 2020
Analyzing discussions of under-representation in a high school classroom
In class discussions about the under-representation of women have been found to increase women's interest in physics-related careers and their physics identities. Using a figured worlds framework enhanced by an argumentation framework, we analyzed video of two under-representation discussions that occurred in a high school physics classroom to understand how the increase in interest in physics related careers and physics identities might be happening. We found that in the beginning of the discussion, students focus on an individual's choices or the influence of socialization, which contribute to them joining physics or not. Toward the end of the lesson students focus on the culture of physics which produce and reproduce under-representation and tie this framing of physics to experiences of their family members overcoming similar barriers in other fields. Future work could include student interviews or analyze more classroom artifacts to deepen our understanding of students' figured worlds and include perspectives of students who did not speak up in class.
Benjamin Archibeque · SM 20
Analyzing Classroom Discussions on the Underrepresentation of Women in Physics
Engaging in discussions about the underrepresentation of women have been found to increase women's interest in physical science-related careers and improve their physics identities. Understanding deeply these conversations and how they develop may offer insight into the ways in which teachers can support women in physics classrooms. To this end, we recorded two different sections of an experienced high school physics teacher while implementing a lesson about the underrepresentation of women in physics developed as part of the STEP UP project. In this talk, we will present a comparative analysis of students’ argumentation during these two classes.