PERC 2024 Abstract Detail Page
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| Abstract Title: | Using a Student Centered View of Culturally Relevant Pedagogy to Identify Student Use of Cultural Resources to Understand Physics |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | The framework of culturally relevant pedagogy has helped instructors transform their physics classrooms by including student culture in their instruction. Our study aims to support this transformation by identifying the ways in which students utilize their cultural resources to learn physics, as an indication of their engagement with CRP instruction. We analyze written responses to the conceptual physics questions from students in an introductory physics class at a Historically Black College & University (HBCU). The questions aim to engage students in a practice of crossing cultural boundaries between their personal culture and physics culture. Student responses are then analyzed to identify evidence of cultural resource use. We find that students use cultural resources by building on their prior knowledge and experiences, writing stories about their personal experiences, and using their home language practices.. Understanding the ways students use their cultural resources can inform culture based classroom transformations. |
| Session Time: | Poster Session 2 |
| Poster Number: | B80 |
Author/Organizer Information | |
| Primary Contact: |
Andrea Wooley Michigan State University Lansing, MI 48912 Phone: 2069727574 |
| Co-Author(s) and Co-Presenter(s) |
Clausell Mathis (he/him/his), Michigan State University |
