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’.

Original language	English
Publication date	2009
Publication status	Published - 2009
Event	Society for Research into Higher Education Annual Conference 2009 - Newport, United Kingdom Duration: 8 Dec 2009 → 10 Dec 2009

Conference

Conference	Society for Research into Higher Education Annual Conference 2009
Country/Territory	United Kingdom
City	Newport
Period	08/12/2009 → 10/12/2009

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Waiting for physics? An inquiry into first year physics students’ experience of a traditionel science curriculum. / Johannsen, Bjørn Friis ; Rump, Camilla Østerberg.

2009. Abstract from Society for Research into Higher Education Annual Conference 2009, Newport, United Kingdom.

Research output: Contribution to conference › Conference abstract for conference › Research

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title = "Waiting for physics? An inquiry into first year physics students{\textquoteright} experience of a traditionel science curriculum.",

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}",

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language = "English",

note = "Society for Research into Higher Education Annual Conference 2009 ; Conference date: 08-12-2009 Through 10-12-2009",

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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

Conference

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