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Physical Review Physics Education Research
written by Vashti Sawtelle and Chandra Turpen
This work examines how experiences in one disciplinary domain (biology) can impact the relationship a student builds with another domain (physics). We present a model for disciplinary relationships using the constructs of identity, affect, and epistemology. With these constructs we examine an ethnographic case study of a student who experienced a significant shift in her relationship with physics. We describe how this shift demonstrates (i) a stronger identification with physics, (ii) a more mixed affective stance towards physics, and (iii) more expertlike ways of knowing in physics. We argue that recruiting the student's relationship with biology into experiences of learning physics impacted her relationship with physics as well as her sense of how physics and biology are linked.
Physical Review Physics Education Research: Volume 12, Issue 1, Pages 010136
Subjects Levels Resource Types
Classical Mechanics
- General
Education - Applied Research
- Learning Environment
- Pedagogy
= Multidisciplinary
Education - Basic Research
- Cognition
= Cognition Development
= Cognitive Conflict
- Learning Theory
= Transfer
- Problem Solving
= Representational Use
- Student Characteristics
= Affect
General Physics
- Physics Education Research
Other Sciences
- Life Sciences
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
- Professional/Practitioners
- Administrators
- Researchers
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Formats:
application/pdf
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.12.010136
NSF Number:
DUE-1122818
Keywords:
IPLS case study, epistemology, knowledge construction, physics identity
Record Creator:
Metadata instance created September 28, 2016 by Lyle Barbato
Record Updated:
June 5, 2023 by Caroline Hall
Last Update
when Cataloged:
June 15, 2016
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Record Link
AIP Format
V. Sawtelle and C. Turpen, , Phys. Rev. Phys. Educ. Res. 12 (1), 010136 (2016), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.12.010136).
AJP/PRST-PER
V. Sawtelle and C. Turpen, Leveraging a relationship with biology to expand a relationship with physics, Phys. Rev. Phys. Educ. Res. 12 (1), 010136 (2016), <https://doi.org/10.1103/PhysRevPhysEducRes.12.010136>.
APA Format
Sawtelle, V., & Turpen, C. (2016, June 15). Leveraging a relationship with biology to expand a relationship with physics. Phys. Rev. Phys. Educ. Res., 12(1), 010136. Retrieved May 27, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.12.010136
Chicago Format
Sawtelle, Vashti, and Chandra Turpen. "Leveraging a relationship with biology to expand a relationship with physics." Phys. Rev. Phys. Educ. Res. 12, no. 1, (June 15, 2016): 010136, https://doi.org/10.1103/PhysRevPhysEducRes.12.010136 (accessed 27 May 2024).
MLA Format
Sawtelle, Vashti, and Chandra Turpen. "Leveraging a relationship with biology to expand a relationship with physics." Phys. Rev. Phys. Educ. Res. 12.1 (2016): 010136. 27 May 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.12.010136>.
BibTeX Export Format
@article{ Author = "Vashti Sawtelle and Chandra Turpen", Title = {Leveraging a relationship with biology to expand a relationship with physics}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {12}, Number = {1}, Pages = {010136}, Month = {June}, Year = {2016} }
Refer Export Format

%A Vashti Sawtelle %A Chandra Turpen %T Leveraging a relationship with biology to expand a relationship with physics %J Phys. Rev. Phys. Educ. Res. %V 12 %N 1 %D June 15, 2016 %P 010136 %U https://doi.org/10.1103/PhysRevPhysEducRes.12.010136 %O application/pdf

EndNote Export Format

%0 Journal Article %A Sawtelle, Vashti %A Turpen, Chandra %D June 15, 2016 %T Leveraging a relationship with biology to expand a relationship with physics %J Phys. Rev. Phys. Educ. Res. %V 12 %N 1 %P 010136 %8 June 15, 2016 %U https://doi.org/10.1103/PhysRevPhysEducRes.12.010136


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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