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Physical Review Special Topics - Physics Education Research
written by Paul W. Irving and Eleanor C. Sayre
We use the theory of communities of practice and the concept of accountable disciplinary knowledge to describe how a learning community develops in the context of an upper-division physics laboratory course. The change in accountable disciplinary knowledge motivates students' enculturation into a community of practice. The enculturation process is facilitated by four specific structural features of the course and supported by a primary instructional choice. The four structural features are "paucity of instructor time," "all in a room together," "long and difficult experiments," and "same experiments at different times." The instructional choice is the encouragement of the sharing and development of knowledge and understanding by the instructor. The combination of the instructional choice and structural features promotes the development of the learning community in which students engage in authentic practices of a physicist. This results in a classroom community that can provide students with the opportunity to have an accelerated trajectory towards being a more central participant of the community of a practice of physicists. We support our claims with video-based observations of laboratory classroom interactions and individual, semistructured interviews with students about their laboratory experiences and physics identity.
Subjects Levels Resource Types
Education - Applied Research
- Classroom Management
Education - Basic Research
- Behavior
= Behavior Development
= Social Interaction
- Communication
- Upper Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Formats:
application/pdf
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevSTPER.10.010109
PACSs:
01.40.G-
01.55.+b
Record Creator:
Metadata instance created July 27, 2015 by Lyle Barbato
Record Updated:
May 30, 2016 by Lyle Barbato
Last Update
when Cataloged:
March 17, 2014
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Record Link
AIP Format
P. Irving and E. Sayre, Phys. Rev. ST Phys. Educ. Res. 10 (1), 010109 (2014), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.10.010109).
AJP/PRST-PER
P. Irving and E. Sayre, Conditions for building a community of practice in an advanced physics laboratory, Phys. Rev. ST Phys. Educ. Res. 10 (1), 010109 (2014), <https://doi.org/10.1103/PhysRevSTPER.10.010109>.
APA Format
Irving, P., & Sayre, E. (2014, March 17). Conditions for building a community of practice in an advanced physics laboratory. Phys. Rev. ST Phys. Educ. Res., 10(1), 010109. Retrieved April 21, 2021, from https://doi.org/10.1103/PhysRevSTPER.10.010109
Chicago Format
Irving, Paul, and Eleanor Sayre. "Conditions for building a community of practice in an advanced physics laboratory." Phys. Rev. ST Phys. Educ. Res. 10, no. 1, (March 17, 2014): 010109, https://doi.org/10.1103/PhysRevSTPER.10.010109 (accessed 21 April 2021).
MLA Format
Irving, Paul, and Eleanor Sayre. "Conditions for building a community of practice in an advanced physics laboratory." Phys. Rev. ST Phys. Educ. Res. 10.1 (2014): 010109. 21 Apr. 2021 <https://doi.org/10.1103/PhysRevSTPER.10.010109>.
BibTeX Export Format
@article{ Author = "Paul Irving and Eleanor Sayre", Title = {Conditions for building a community of practice in an advanced physics laboratory}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {10}, Number = {1}, Pages = {010109}, Month = {March}, Year = {2014} }
Refer Export Format

%A Paul Irving
%A Eleanor Sayre
%T Conditions for building a community of practice in an advanced physics laboratory
%J Phys. Rev. ST Phys. Educ. Res.
%V 10
%N 1
%D March 17, 2014
%P 010109
%U https://doi.org/10.1103/PhysRevSTPER.10.010109
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Irving, Paul
%A Sayre, Eleanor
%D March 17, 2014
%T Conditions for building a community of practice in an advanced physics laboratory
%J Phys. Rev. ST Phys. Educ. Res.
%V 10
%N 1
%P 010109
%8 March 17, 2014
%U https://doi.org/10.1103/PhysRevSTPER.10.010109


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