Abstract
Biology student's shifts in identity, affect, and epistemology in a physics course which leverages students' identity and expertise in biology to promote a stronger relationship with physics.
Highlights
Science education is undergoing a fundamental shift toward increasing interdisciplinarity
Within the physics relationship we note that the affect, epistemology, and identification with physics are all coupled
Across this entire clip we argue these ideas of being a symbols person, making sense of equations, and connecting physics knowledge to biology are tied with the affective experience Violet is recounting
Summary
Science education is undergoing a fundamental shift toward increasing interdisciplinarity. In physics, this movement has manifested as an increasing focus on the intersection of physics and biology. While attending one of these venues for discussing teaching physics to life science students, we encountered a number of ways that physics instructors positioned biology students, such as seeing these students:. We explore the case of a student whose relationship with physics expands throughout a physics course designed to leverage biology experiences. We posit that leveraging the student’s affect and identity toward biology explains this expanding relationship with physics. We argue that instructors can and should proactively interact with and try to mold these expectations
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