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Becoming a physicist: The roles of research, mindsets, and milestones in upper-division student perceptions

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dc.citation.doi10.1103/PhysRevSTPER.11.020120
dc.citation.issn1554-9178
dc.citation.issue2
dc.citation.jtitlePhysical Review Special Topics-Physics Education Research
dc.citation.spage21
dc.citation.volume11
dc.contributor.authorIrving, P. W.
dc.contributor.authorSayre, Eleanor C.
dc.contributor.authoreidesayre
dc.date.accessioned2016-04-06T15:11:34Z
dc.date.available2016-04-06T15:11:34Z
dc.date.issued2015-09-23
dc.date.published2015
dc.descriptionCitation: Irving, P. W., & Sayre, E. C. (2015). Becoming a physicist: The roles of research, mindsets, and milestones in upper-division student perceptions. Physical Review Special Topics-Physics Education Research, 11(2), 21. doi:10.1103/PhysRevSTPER.11.020120
dc.description[This paper is part of the Focused Collection on Upper Division Physics Courses.] As part of a longitudinal study into identity development in upper-level physics students, we used a phenomenographic research method to examine students' perceptions of what it means to be a physicist. Analysis revealed six different categories of perception of what it means to be a physicist. We found the following themes: research and its association with being a physicist, differences in mindset, and exclusivity of accomplishments. The paper highlights how these perceptions relate to two communities of practice that the students are members of, and also highlights the importance of undergraduate research for students to transition from the physics undergraduate community of practice to the community of practicing physicists.
dc.identifier.urihttp://hdl.handle.net/2097/32432
dc.relation.urihttps://doi.org/10.1103/PhysRevSTPER.11.020120
dc.rightsAttribution 3.0 Unported (CC BY 3.0)
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/
dc.subjectProfessional-Development
dc.subjectQualitative Differences
dc.subjectScience
dc.subjectSchool
dc.subjectCommunity
dc.subjectIdentity
dc.titleBecoming a physicist: The roles of research, mindsets, and milestones in upper-division student perceptions
dc.typeArticle

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