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ERIC Number: EJ1102227
Record Type: Journal
Publication Date: 2016-Jun
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1871-1502
EISSN: N/A
Gender, Identity and Culture in Learning Physics
Corbett, Katelin
Cultural Studies of Science Education, v11 n2 p371-378 Jun 2016
Student engagement in science, as defined by Iva Gurgel, Mauricio Pietrocola, and Graciella Watanabe, is of great importance because a student's perceived compatibility with science learning is highly influenced by personal identities, or how students see themselves in relations to the world. This can greatly impact their learning experiences. In this forum, I build on the work of Gurgel, Pietrocola, and Watanabe by exploring the relationships between engagement in physics and gender, and by looking at the expansive nature of the concept of culture. I expand the conversation by investigating ways in which learning science has impacted my own identity/worldview, particularly how it affects my personal teaching and learning experiences. I focus the conversation around the relationship between gender and the experience of learning science to further the dialogue concerning identity and how it impacts engagement in science. I also look at the role of didactic transposition in the perceived disconnect with science. I reveal my experiences and analysis through a personal narrative. [This review essay addresses issues raised in Iv√£ Gurgel, Mauricio Pietrocola, Graciella Watanabe's paper entitled: "The Role of Cultural Identity as a Learning Factor in Physics: A Discussion through the Role of Science in Brazil" (EJ1102223).]
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A