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Abstract Title: The physics classroom as a space for empowerment
Abstract: This paper reports on initial work to develop a framework on empowerment through physics education. While the literature on empowerment through physics is limited, we have adapted theories and expert opinions from psychology and education to build this framework, alongside leveraging student reflections from four university courses using a curricular approach that supports student induction of physics principles. The resulting framework contains five dimensions of empowerment through physics: academic, social, political, emotional, and epistemic. We outline and give examples of students' written work where we believe markers of these dimensions are manifested. We also identify self-advocacy as a thread that connects each dimension and discuss opportunities for future research on empowerment in the physics classroom.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: 2.A5
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Khadijih Mitchell-Polka
University of Colorado Boulder
Boulder, CO 80309
Phone: 5753436919
and Co-Presenter(s)
William E. Lindsay, University of Colorado Boulder; Julian Stenzel Martins, University of Colorado Boulder; Valerie K. Otero, University of Colorado Boulder