PERC 2013 Abstract Detail Page
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| Abstract Title: | Interdisciplinary thinking and physics identity |
|---|---|
| Abstract: | One goal of education is to help students become well-rounded citizens who can think broadly across disciplinary boundaries. In addition, individuals with interdisciplinary thinking skills can be valuable contributors to modern research challenges by understanding and recognizing interdisciplinary connections and working in diverse teams. However, there is little research on the connection between interdisciplinary thinking and physics education. What aspects of physics classroom practices and experiences foster interdisciplinary thinking? What effect does interdisciplinary thinking have on the development of students' physics identities? Using a physics identity theoretical framework with data from a national survey , this study investigates the connection between characteristics of interdisciplinary thinking and physics identity. Also, we examine how high school physics classroom and student characteristics are related to interdisciplinary thinking. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Tyler Scott Clemson University 104 Holtzendorff Hall Dept. of Engineering and Science Education Clemson, SC 29634 |
| Co-Author(s) and Co-Presenter(s) |
Zahra Hazari, Clemson University Geoff Potvin, Clemson University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
