Waiting for physics? An inquiry into first year physics students’ experience of a traditionel science curriculum.

Bjørn Friis Johannsen; Camilla Østerberg Rump

Abstract

Studies of attrition in science education show that students who leave are often extrinsically motivated,

whereas students who stay are often intrinsically motivated. Furthermore, students (in Scandinavia)

tend to use an introvert discourse when explaining their motives for leaving. A longitudinal study of 26

first year students of physics, who were interviewed on two to seven occasions over a year, show that

even the intrinsically motivated students struggle with their studies. They experience a pressure for

using a surface approach to studying, which they find inappropriate. Although students use an

introspective discourse, analysis of interviews show that they experience a conflict between their

intrinsic interest in physics and the curriculum. This can be interpreted as a problem with the didactical

transposition; the ‘physics taught’ is too distant from ‘research physics’.

Originalsprog	Engelsk
Publikationsdato	2009
Status	Udgivet - 2009
Begivenhed	Society for Research into Higher Education Annual Conference 2009 - Newport, Storbritannien Varighed: 8 dec. 2009 → 10 dec. 2009

Konference

Konference	Society for Research into Higher Education Annual Conference 2009
Land/Område	Storbritannien
By	Newport
Periode	08/12/2009 → 10/12/2009

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Citationsformater

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abstract = "Studies of attrition in science education show that students who leave are often extrinsically motivated,whereas students who stay are often intrinsically motivated. Furthermore, students (in Scandinavia)tend to use an introvert discourse when explaining their motives for leaving. A longitudinal study of 26first year students of physics, who were interviewed on two to seven occasions over a year, show thateven the intrinsically motivated students struggle with their studies. They experience a pressure forusing a surface approach to studying, which they find inappropriate. Although students use anintrospective discourse, analysis of interviews show that they experience a conflict between theirintrinsic interest in physics and the curriculum. This can be interpreted as a problem with the didacticaltransposition; the {\textquoteleft}physics taught{\textquoteright} is too distant from {\textquoteleft}research physics{\textquoteright}.",

author = "Johannsen, {Bj{\o}rn Friis} and Rump, {Camilla {\O}sterberg}",

year = "2009",

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TY - ABST

T1 - Waiting for physics? An inquiry into first year physics students’ experience of a traditionel science curriculum.

AU - Johannsen, Bjørn Friis

AU - Rump, Camilla Østerberg

PY - 2009

Y1 - 2009

N2 - Studies of attrition in science education show that students who leave are often extrinsically motivated,whereas students who stay are often intrinsically motivated. Furthermore, students (in Scandinavia)tend to use an introvert discourse when explaining their motives for leaving. A longitudinal study of 26first year students of physics, who were interviewed on two to seven occasions over a year, show thateven the intrinsically motivated students struggle with their studies. They experience a pressure forusing a surface approach to studying, which they find inappropriate. Although students use anintrospective discourse, analysis of interviews show that they experience a conflict between theirintrinsic interest in physics and the curriculum. This can be interpreted as a problem with the didacticaltransposition; the ‘physics taught’ is too distant from ‘research physics’.

AB - Studies of attrition in science education show that students who leave are often extrinsically motivated,whereas students who stay are often intrinsically motivated. Furthermore, students (in Scandinavia)tend to use an introvert discourse when explaining their motives for leaving. A longitudinal study of 26first year students of physics, who were interviewed on two to seven occasions over a year, show thateven the intrinsically motivated students struggle with their studies. They experience a pressure forusing a surface approach to studying, which they find inappropriate. Although students use anintrospective discourse, analysis of interviews show that they experience a conflict between theirintrinsic interest in physics and the curriculum. This can be interpreted as a problem with the didacticaltransposition; the ‘physics taught’ is too distant from ‘research physics’.

M3 - Conference abstract for conference

T2 - Society for Research into Higher Education Annual Conference 2009

Y2 - 8 December 2009 through 10 December 2009

ER -

Waiting for physics? An inquiry into first year physics students’ experience of a traditionel science curriculum.

Abstract

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