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Studying pedagogical practices in physics through the lens of epistemic (in)justice
written by Joineé Taylor, Zahra Hazari, Idaykis Rodriguez, Geoff Potvin, and Miguel Rodriguez
While some students successfully navigate normative practices associated with physics instruction, physics educators have argued that many students encounter barriers that lead to undesirable learning outcomes. The reasons for such learning outcomes in physics are multifaceted, with increasing attention being placed on shifting traditional pedagogical practices that limit student participation or promote more factual knowledge over knowledge construction processes. In addition, some active learning practices may also be insufficient for students to leverage personal resources (ideational) and environmental resources (material and relational). By inhibiting epistemic agency, practices that limit the leveraging of such resources have been associated with learning barriers which, we argue, engenders a form of injustice we describe as "Epistemic Injustice". In this paper, we use the framework of Epistemic Injustice to analyze small group interactions in an introductory physics classroom. Through a process we call "Epistemic Resource Negotiation", an episode of video-recorded data of student group work in a Modeling Physics course is examined. In our analysis, we focus on instructional practices to identify epistemic resources and how they are negotiated and accessed in ways that inhibit or afford agency. Our work presents an analytical method that may be used to understand how to move toward more equitable pedagogical practices.
Physics Education Research Conference 2022
Part of the PER Conference series
Grand Rapids, MI: July 13-14, 2022
Pages 463-468
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Modeling
- Pedagogy
Education - Basic Research
- Behavior
= Social Interaction
- Research Design & Methodology
= Evaluation
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2022…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2022.pr.Taylor
Keyword:
PERC 2022
Record Creator:
Metadata instance created September 7, 2022 by Lyle Barbato
Record Updated:
September 14, 2022 by Lyle Barbato
Last Update
when Cataloged:
September 15, 2022
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Record Link
AIP Format
J. Taylor, Z. Hazari, I. Rodriguez, G. Potvin, and M. Rodriguez, , presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16277&DocID=5646).
AJP/PRST-PER
J. Taylor, Z. Hazari, I. Rodriguez, G. Potvin, and M. Rodriguez, Studying pedagogical practices in physics through the lens of epistemic (in)justice, presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16277&DocID=5646>.
APA Format
Taylor, J., Hazari, Z., Rodriguez, I., Potvin, G., & Rodriguez, M. (2022, July 13-14). Studying pedagogical practices in physics through the lens of epistemic (in)justice. Paper presented at Physics Education Research Conference 2022, Grand Rapids, MI. Retrieved April 18, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16277&DocID=5646
Chicago Format
Taylor, J, Z. Hazari, I. Rodriguez, G. Potvin, and M. Rodriguez. "Studying pedagogical practices in physics through the lens of epistemic (in)justice." Paper presented at the Physics Education Research Conference 2022, Grand Rapids, MI, July 13-14, 2022. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16277&DocID=5646 (accessed 18 April 2024).
MLA Format
Taylor, Joineé, Zahra Hazari, Idaykis Rodriguez, Geoff Potvin, and Miguel Rodriguez. "Studying pedagogical practices in physics through the lens of epistemic (in)justice." Physics Education Research Conference 2022. Grand Rapids, MI: 2022. 463-468 of PER Conference. 18 Apr. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16277&DocID=5646>.
BibTeX Export Format
@inproceedings{ Author = "Joineé Taylor and Zahra Hazari and Idaykis Rodriguez and Geoff Potvin and Miguel Rodriguez", Title = {Studying pedagogical practices in physics through the lens of epistemic (in)justice}, BookTitle = {Physics Education Research Conference 2022}, Pages = {463-468}, Address = {Grand Rapids, MI}, Series = {PER Conference}, Month = {July 13-14}, Year = {2022} }
Refer Export Format

%A Joineé Taylor %A Zahra Hazari %A Idaykis Rodriguez %A Geoff Potvin %A Miguel Rodriguez %T Studying pedagogical practices in physics through the lens of epistemic (in)justice %S PER Conference %D July 13-14 2022 %P 463-468 %C Grand Rapids, MI %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16277&DocID=5646 %O Physics Education Research Conference 2022 %O July 13-14 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Taylor, Joineé %A Hazari, Zahra %A Rodriguez, Idaykis %A Potvin, Geoff %A Rodriguez, Miguel %D July 13-14 2022 %T Studying pedagogical practices in physics through the lens of epistemic (in)justice %B Physics Education Research Conference 2022 %C Grand Rapids, MI %P 463-468 %S PER Conference %8 July 13-14 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16277&DocID=5646


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