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written by Zahra Hazari, Robynne M. Lock, Cheryl A. P. Cass, and Carrie Beattie
Many students are disempowered in physics classes finding them to be more difficult, unpleasant, narrow, and masculine when compared to other subjects. Such disempowerment can lead students to limit their engagement. This study explores how physics teachers can help students engage with the material and develop their physics identities by obscuring traditional classroom hierarchies. Employing a positionality lens on case studies of four high school physics teachers, we coded teachers' behavioral cues that contributed to the relational structure in the classroom. Our findings suggest that teachers' physical cues (space and hierarchical stance occupied), structural cues (dynamic nature of the classroom allowing alternating roles), contextual cues (including students' thoughts and experiences), and social cues (obscuring traditional boundaries between teacher and student) affect the social distance between the teacher, students, and content. This social distance can moderate students' level of engagement and ultimately their physics identity development.
Physics Education Research Conference 2013
Part of the PER Conference Invited Paper series
Portland, OR: July 17-18, 2013
Pages 9-12
Subjects Levels Resource Types
Education - Applied Research
- Learning Environment
- Pedagogy
= Instructional Issues
Education - Basic Research
- Behavior
= Social Interaction
- Communication
- Student Characteristics
- High School
- Graduate/Professional
- Reference Material
= Article
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2013.inv.001
NSF Number:
0952460
PACSs:
01.40.ek
01.40.Fk
01.40.gb
89.65.Ef
Keywords:
PERC 2013, positionality
Record Cloner:
Metadata instance created December 17, 2013 by Lyle Barbato
Record Updated:
December 19, 2013 by Lyle Barbato
Last Update
when Cataloged:
December 16, 2013

Presented at the 2012 PER Conference

Author: Lyle
Posted: December 17, 2013 at 12:17PM

Please note that the presentation related to this article by Hazari, Lock, Cass, and Beattie was presented at the 2012 PER Conference in Philadelphia, PA. However, the article was inadvertently omitted from the 2012 PERC Proceedings through no fault of the authors. It was subsequently published in the 2013 PERC Proceedings.

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Record Link
AIP Format
Z. Hazari, R. Lock, C. Cass, and C. Beattie, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617).
AJP/PRST-PER
Z. Hazari, R. Lock, C. Cass, and C. Beattie, Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617>.
APA Format
Hazari, Z., Lock, R., Cass, C., & Beattie, C. (2013, July 17-18). Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development. Paper presented at Physics Education Research Conference 2013, Portland, OR. Retrieved October 31, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617
Chicago Format
Hazari, Z, R. Lock, C. Cass, and C. Beattie. "Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617 (accessed 31 October 2014).
MLA Format
Hazari, Zahra, Robynne Lock, Cheryl Cass, and Carrie Beattie. "Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development." Physics Education Research Conference 2013. Portland, OR: 2013. 9-12 of PER Conference Invited Paper. 31 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617>.
BibTeX Export Format
@inproceedings{ Author = "Zahra Hazari and Robynne Lock and Cheryl Cass and Carrie Beattie", Title = {Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development}, BookTitle = {Physics Education Research Conference 2013}, Pages = {9-12}, Address = {Portland, OR}, Series = {PER Conference Invited Paper}, Month = {July 17-18}, Year = {2013} }
Refer Export Format

%A Zahra Hazari
%A Robynne Lock
%A Cheryl Cass
%A Carrie Beattie
%T Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development
%S PER Conference Invited Paper
%D July 17-18 2013
%P 9-12
%C Portland, OR
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617
%O Physics Education Research Conference 2013
%O July 17-18
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Hazari, Zahra
%A Lock, Robynne
%A Cass, Cheryl
%A Beattie, Carrie
%D July 17-18 2013
%T Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development
%B Physics Education Research Conference 2013
%C Portland, OR
%P 9-12
%S PER Conference Invited Paper
%8 July 17-18
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development:


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