PERC 2021 Abstract Detail Page
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| Abstract Title: | A critical examination of “expert-like” in physics education research |
|---|---|
| Abstract: | The growing push to address the lack of diversity in physics has come with an array of curriculum reforms and interventions. There has been work in Physics Education Research (PER) that has supported these reforms, including studying the experiences and identity development of students from minoritized backgrounds. However, there has been a lack of critical reflection on the core methodologies and constructs used in PER. Here, we present a critical analysis of qualitative and quantitative work used to define and measure "expert-like" thinking, beliefs, and practices in physics. We show that this work has largely omitted any consideration of race or cultural backgrounds of participants, instead defining "experts" as either physics faculty or Ph.D. holders. Research in critical theory demonstrates that failing to intentionally address potential biases tends towards reinforcing those biases. Thus, work in PER on expert-like thinking may unintentionally replicate, rather than challenge, existing biased structures in physics. We conclude with recommendations for constructing more inclusive views of what it means for students to develop "expert-like" thinking. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session 2 Room B |
| Poster Number: | 2B-2 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Anna McLean Phillips Cornell University |
| Co-Author(s) and Co-Presenter(s) |
Christine O'Donnell School for Earth & Space Exploration, Arizona State University |
