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Physical Review Physics Education Research
written by Clausell Mathis, Abigail R. Daane, Brandon Rodriguez, Jessica Hernandez, and Tra Huynh
This free-access research article surveyed 145 K-12 teachers from the U.S. West Coast region. The authors posed two questions: 1. Do you agree with the following statement? Physics is an objective science free from subjectivity and bias, and 2. What does culturally relevant instruction mean to you? Most respondents believed physics knowledge is objective, to be viewed without subjectivity. The researchers then compared results to the Ladson-Billings Framework of Culturally Relevant Pedagogy (CRP)", which lists three key conceptions of CRE: conceptions of self and others; conceptions of knowledge, and conceptions of social relations.  Instructors can support students with positive learning experiences when they are cognizant of all three conceptions. Many teachers shared only two productive conceptions: conceptions of self and others and conceptions of social relations. However, the researchers found two instructors who effectively described all three conceptions. These particular teachers' conceptions of knowledge focused on physics knowledge as constructed, reconstructed, and in some aspects containing subjectivity. They both articulated a critical approach to examining the historical and contextual factors that influence physics learning today. The findings of this study indicate that instructors' beliefs about the nature of science can be entangled with their own enactment of CRP. The authors discuss how a sophisticated epistemology can be one route to more culturally relevant instruction.
Physical Review Physics Education Research: Volume 19, Issue 1, Pages 010105
Subjects Levels Resource Types
Education Foundations
- Behavior
= Social Interaction
- Cognition
= Cognition Development
- Communication
- Research Design & Methodology
= Data
- Societal Issues
= Cultural Issues
Education Practices
- Learning Environment
- Pedagogy
= Instructional Issues
- Recruitment
= Diversity
General Physics
- Physics Education Research
- High School
- Middle School
- Elementary School
- Reference Material
= Research study
Appropriate Courses Categories Ratings
- Physical Science
- Physics First
- Conceptual Physics
- Algebra-based Physics
- AP Physics
- Assessment
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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 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.19.010105
NSF Number:
DRL-936601
Keywords:
CRE, Culturally Relevant Education, reformed education
Record Creator:
Metadata instance created February 28, 2023 by Lyle Barbato
Record Updated:
March 22, 2023 by Caroline Hall
Last Update
when Cataloged:
February 7, 2023
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Record Link
AIP Format
C. Mathis, A. Daane, B. Rodriguez, J. Hernandez, and T. Huynh, , Phys. Rev. Phys. Educ. Res. 19 (1), 010105 (2023), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.19.010105).
AJP/PRST-PER
C. Mathis, A. Daane, B. Rodriguez, J. Hernandez, and T. Huynh, How instructors can view knowledge to implement culturally relevant pedagogy, Phys. Rev. Phys. Educ. Res. 19 (1), 010105 (2023), <https://doi.org/10.1103/PhysRevPhysEducRes.19.010105>.
APA Format
Mathis, C., Daane, A., Rodriguez, B., Hernandez, J., & Huynh, T. (2023, February 7). How instructors can view knowledge to implement culturally relevant pedagogy. Phys. Rev. Phys. Educ. Res., 19(1), 010105. Retrieved April 14, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.19.010105
Chicago Format
Mathis, C, A. Daane, B. Rodriguez, J. Hernandez, and T. Huynh. "How instructors can view knowledge to implement culturally relevant pedagogy." Phys. Rev. Phys. Educ. Res. 19, no. 1, (February 7, 2023): 010105, https://doi.org/10.1103/PhysRevPhysEducRes.19.010105 (accessed 14 April 2024).
MLA Format
Mathis, Clausell, Abigail R. Daane, Brandon Rodriguez, Jessica Hernandez, and Tra Huynh. "How instructors can view knowledge to implement culturally relevant pedagogy." Phys. Rev. Phys. Educ. Res. 19.1 (2023): 010105. 14 Apr. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.19.010105>.
BibTeX Export Format
@article{ Author = "Clausell Mathis and Abigail R. Daane and Brandon Rodriguez and Jessica Hernandez and Tra Huynh", Title = {How instructors can view knowledge to implement culturally relevant pedagogy}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {19}, Number = {1}, Pages = {010105}, Month = {February}, Year = {2023} }
Refer Export Format

%A Clausell Mathis %A Abigail R. Daane %A Brandon Rodriguez %A Jessica Hernandez %A Tra Huynh %T How instructors can view knowledge to implement culturally relevant pedagogy %J Phys. Rev. Phys. Educ. Res. %V 19 %N 1 %D February 7, 2023 %P 010105 %U https://doi.org/10.1103/PhysRevPhysEducRes.19.010105 %O application/pdf

EndNote Export Format

%0 Journal Article %A Mathis, Clausell %A Daane, Abigail R. %A Rodriguez, Brandon %A Hernandez, Jessica %A Huynh, Tra %D February 7, 2023 %T How instructors can view knowledge to implement culturally relevant pedagogy %J Phys. Rev. Phys. Educ. Res. %V 19 %N 1 %P 010105 %8 February 7, 2023 %U https://doi.org/10.1103/PhysRevPhysEducRes.19.010105


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