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ERIC Number: EJ813444
Record Type: Journal
Publication Date: 2008-Oct
Pages: 19
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0022-4308
How Students Design and Enact Physics Lessons: Five Immigrant Caribbean Youth and the Cultivation of Student Voice
Basu, Sreyashi Jhumki
Journal of Research in Science Teaching, v45 n8 p881-899 Oct 2008
An array of data suggests that low-income, minority students are excluded from a high-quality physics education. The education literature proposes that cultivating student voice in classrooms helps youth feel a deeper, more meaningful connection with school. However, limited data exist in the physics education literature on how student voice is expressed. The purpose of this study was to use critical ethnography to explore how student voice developed in the context of a ninth-grade conceptual physics class. I developed case studies of five immigrant Caribbean youth from student, family and teacher interviews, participant observations and field notes. I relied on grounded theory as an analytic technique. Findings suggest that in expressing voice, youth designed lessons reflective of their identities, leveraged and enhanced their "epistemic" and "positional" authority (two new constructs I propose in this manuscript), and creatively utilized physics and school-sponsored resources. This information about how students express voice has implications for how they learn physics, how critical theory is connected with physics classroom practice, and how student identity, shared authority and youth agency develop in physics classrooms. (Contains 2 figures, 3 tables, and 4 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A