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Abstract Title: Physics learning identity of a successful student: a plot twist
Abstract: Classroom interactions provide learning opportunities including understanding others and developing agency in a community of learners.  Using a survey instrument measuring physics learning identity, an academically successful and confident student in an introductory physics course was selected to examine identity development and better understand how students become science learners in an active engagement classroom during Fall 2009, at Oregon State University. Findings indicate he didn't develop a sense of agency, nor did he feel a need to alter his participation, although there were ample opportunities to do so in the learning community. These results suggest that being a successful physics student in the traditional sense doesn't necessarily mean the student is successful at adopting meta-goals.  This student was prompted to engage meaningfully, but simply didn't feel it was required for success, suggesting structural alignment is required to motivate students to achieve meta-goals such as a stronger sense of physics learning.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Sissi L. Li
California State University Fullerton, Catalyst Center
800 N. State College Blvd
Fullerton, CA 92831
Phone: 5419143253
and Co-Presenter(s)
Dedra Demaree
Oregon State Univeristy, Physics Department

Contributed Poster

Contributed Poster: Download the Contributed Poster