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PERC 2015 Abstract Detail Page

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Abstract Title: Advanced Lab as a Community of Practice
Abstract: We use the theory of Communities of Practice and the concept of Accountable Disciplinary Knowledge to describe how a learning community develops in the context of an upper-division physics laboratory course.   The change in accountable disciplinary knowledge motivates students' enculturation into a community of practice. The enculturation process is facilitated by four specific structural features of the course and supported by a primary instructional choice.  We don't focus on the physics that students learn; rather we focus on how their interactions with each other and the equipment show classroom community development. We support our claims with video-based observations of laboratory classroom interactions and individual, semistructured interviews with students about their laboratory experiences and physics identity.
Abstract Type: Symposium Talk
Parallel Session: Research methodologies in Laboratory Contexts

Author/Organizer Information

Primary Contact: Paul W. Irving
Michigan State University
and Co-Presenter(s)
Eleanor C. Sayre