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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
and Co-Presenter(s)
Zahra Hazari, Clemson University
Geoff Potvin, Clemson University

Contributed Poster

Contributed Poster: Download the Contributed Poster