Disciplinary Inqu[ee]ry in Computational Physics

Anna Mclean Phillips; Ezra Gouvea; Brian Gravel; Timothy J. Atherton

doi:10.1119/perc.2022.pr.Phillips

Disciplinary Inqu[ee]ry in Computational Physics

Anna Mclean Phillips, Ezra Gouvea, Brian Gravel, Timothy J. Atherton

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

1 Citation (Scopus)

Abstract

As opposed to practices that reinforce inequitable power structures, disciplinary practices in STEM that converge with themes of resistance (identified through Critical analysis) are better suited to support marginalized students. We identify two instances (within the setting of a computational physics course) where we notice resonance between disciplinary practices and queer theory. We use this queer reading of our learning environment to explore possibilities for queering physics education. We argue that identifying and amplifying STEM practices that are compatible with such themes can support justice-oriented pedagogy and align with efforts to incorporate agency and scientific practices into Physics classrooms.

Original language	English
Title of host publication	Physics Education Research Conference, 2022
Editors	Brian Frank, Dyan Jones, Qing Ryan
Publisher	American Association of Physics Teachers (AAPT)
Pages	353-358
Number of pages	6
ISBN (Print)	9781931024389
DOIs	https://doi.org/10.1119/perc.2022.pr.Phillips
Publication status	Published - 7 Sept 2022
Externally published	Yes
Event	Physics Education Research Conference, 2022 - Grand Rapids, United States of America Duration: 13 Jul 2022 → 14 Jul 2022 https://www.per-central.org/conferences/2022/

Publication series

Name	Physics Education Research Conference Proceedings
ISSN (Print)	1539-9028
ISSN (Electronic)	2377-2379

Conference

Conference	Physics Education Research Conference, 2022
Abbreviated title	PERC 2022
Country/Territory	United States of America
City	Grand Rapids
Period	13/07/22 → 14/07/22
Internet address	https://www.per-central.org/conferences/2022/

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10.1119/perc.2022.pr.PhillipsLicence: CC BY

Cite this

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title = "Disciplinary Inqu[ee]ry in Computational Physics",

abstract = "As opposed to practices that reinforce inequitable power structures, disciplinary practices in STEM that converge with themes of resistance (identified through Critical analysis) are better suited to support marginalized students. We identify two instances (within the setting of a computational physics course) where we notice resonance between disciplinary practices and queer theory. We use this queer reading of our learning environment to explore possibilities for queering physics education. We argue that identifying and amplifying STEM practices that are compatible with such themes can support justice-oriented pedagogy and align with efforts to incorporate agency and scientific practices into Physics classrooms.",

author = "Phillips, {Anna Mclean} and Ezra Gouvea and Brian Gravel and Atherton, {Timothy J.}",

note = "Funding Information: This material is based upon work supported by the National Science Foundation under grant no. 1742369. AMP was supported in part by a postdoctoral fellowship from the Research Corporation for Science Advancement Publisher Copyright: {\textcopyright} 2022, American Association of Physics Teachers. All rights reserved.; Physics Education Research Conference, 2022, PERC 2022 ; Conference date: 13-07-2022 Through 14-07-2022",

year = "2022",

month = sep,

day = "7",

doi = "10.1119/perc.2022.pr.Phillips",

language = "English",

isbn = "9781931024389",

series = "Physics Education Research Conference Proceedings",

publisher = "American Association of Physics Teachers (AAPT)",

pages = "353--358",

editor = "Brian Frank and Dyan Jones and Qing Ryan",

booktitle = "Physics Education Research Conference, 2022",

url = "https://www.per-central.org/conferences/2022/",

}

Phillips, AM, Gouvea, E, Gravel, B & Atherton, TJ 2022, Disciplinary Inqu[ee]ry in Computational Physics. in B Frank, D Jones & Q Ryan (eds), Physics Education Research Conference, 2022. Physics Education Research Conference Proceedings, American Association of Physics Teachers (AAPT), pp. 353-358, Physics Education Research Conference, 2022, Grand Rapids, Michigan, United States of America, 13/07/22. https://doi.org/10.1119/perc.2022.pr.Phillips

Disciplinary Inqu[ee]ry in Computational Physics. / Phillips, Anna Mclean; Gouvea, Ezra; Gravel, Brian et al.
Physics Education Research Conference, 2022. ed. / Brian Frank; Dyan Jones; Qing Ryan. American Association of Physics Teachers (AAPT), 2022. p. 353-358 (Physics Education Research Conference Proceedings).

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

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AU - Gouvea, Ezra

AU - Gravel, Brian

AU - Atherton, Timothy J.

N1 - Funding Information: This material is based upon work supported by the National Science Foundation under grant no. 1742369. AMP was supported in part by a postdoctoral fellowship from the Research Corporation for Science Advancement Publisher Copyright: © 2022, American Association of Physics Teachers. All rights reserved.

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Y1 - 2022/9/7

N2 - As opposed to practices that reinforce inequitable power structures, disciplinary practices in STEM that converge with themes of resistance (identified through Critical analysis) are better suited to support marginalized students. We identify two instances (within the setting of a computational physics course) where we notice resonance between disciplinary practices and queer theory. We use this queer reading of our learning environment to explore possibilities for queering physics education. We argue that identifying and amplifying STEM practices that are compatible with such themes can support justice-oriented pedagogy and align with efforts to incorporate agency and scientific practices into Physics classrooms.

AB - As opposed to practices that reinforce inequitable power structures, disciplinary practices in STEM that converge with themes of resistance (identified through Critical analysis) are better suited to support marginalized students. We identify two instances (within the setting of a computational physics course) where we notice resonance between disciplinary practices and queer theory. We use this queer reading of our learning environment to explore possibilities for queering physics education. We argue that identifying and amplifying STEM practices that are compatible with such themes can support justice-oriented pedagogy and align with efforts to incorporate agency and scientific practices into Physics classrooms.

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M3 - Conference Paper

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T3 - Physics Education Research Conference Proceedings

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EP - 358

BT - Physics Education Research Conference, 2022

A2 - Frank, Brian

A2 - Jones, Dyan

A2 - Ryan, Qing

PB - American Association of Physics Teachers (AAPT)

T2 - Physics Education Research Conference, 2022

Y2 - 13 July 2022 through 14 July 2022

ER -

Disciplinary Inqu[ee]ry in Computational Physics

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