Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance
Students often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2016-03-01
|
| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.12.010120 |
| _version_ | 1818826098233835520 |
|---|---|
| author | Dawn Bennett Lynne Roberts Christine Creagh |
| author_facet | Dawn Bennett Lynne Roberts Christine Creagh |
| author_sort | Dawn Bennett |
| collection | DOAJ |
| description | Students often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future career aspirations. This paper reports on a study conducted with first-year students enrolled in a compulsory foundation physics unit with a history of low pass rates. Working within a “possible selves” framework, activities were designed to help students position their learning in relation to possible future lives and careers. Two cohorts of students (N=93) engaged in an intensive workshop comprising multiple activities relating to self and career. Self-reflection worksheets were analyzed using content analysis. The results indicate that students experience immediate benefits from these activities through self-reflection on the current self, future possible professional selves, and the role of current studies in narrowing the gap between the two. |
| first_indexed | 2024-12-19T00:22:15Z |
| format | Article |
| id | doaj.art-7199cc4977b24f5abdfbe1b85cd3bb3f |
| institution | Directory Open Access Journal |
| issn | 2469-9896 |
| language | English |
| last_indexed | 2024-12-19T00:22:15Z |
| publishDate | 2016-03-01 |
| publisher | American Physical Society |
| record_format | Article |
| series | Physical Review Physics Education Research |
| spelling | doaj.art-7199cc4977b24f5abdfbe1b85cd3bb3f2022-12-21T20:45:27ZengAmerican Physical SocietyPhysical Review Physics Education Research2469-98962016-03-0112101012010.1103/PhysRevPhysEducRes.12.010120Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevanceDawn BennettLynne RobertsChristine CreaghStudents often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future career aspirations. This paper reports on a study conducted with first-year students enrolled in a compulsory foundation physics unit with a history of low pass rates. Working within a “possible selves” framework, activities were designed to help students position their learning in relation to possible future lives and careers. Two cohorts of students (N=93) engaged in an intensive workshop comprising multiple activities relating to self and career. Self-reflection worksheets were analyzed using content analysis. The results indicate that students experience immediate benefits from these activities through self-reflection on the current self, future possible professional selves, and the role of current studies in narrowing the gap between the two.http://doi.org/10.1103/PhysRevPhysEducRes.12.010120 |
| spellingShingle | Dawn Bennett Lynne Roberts Christine Creagh Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance Physical Review Physics Education Research |
| title | Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance |
| title_full | Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance |
| title_fullStr | Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance |
| title_full_unstemmed | Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance |
| title_short | Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance |
| title_sort | exploring possible selves in a first year physics foundation class engaging students by establishing relevance |
| url | http://doi.org/10.1103/PhysRevPhysEducRes.12.010120 |
| work_keys_str_mv | AT dawnbennett exploringpossibleselvesinafirstyearphysicsfoundationclassengagingstudentsbyestablishingrelevance AT lynneroberts exploringpossibleselvesinafirstyearphysicsfoundationclassengagingstudentsbyestablishingrelevance AT christinecreagh exploringpossibleselvesinafirstyearphysicsfoundationclassengagingstudentsbyestablishingrelevance |