Learning and transition in a culture of playful physicists |
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Authors: | Cathrine Hasse |
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Institution: | 1. The Danish School of Education, University of Aarhus, Tuborgvej 164, 2400, Emdrup, Denmark
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Abstract: | It has been argued that in higher education academic disciplines can be seen as communities of practices. This implies a focus
on what constitutes identities in academic culture. In this article I argue that the transition from newcomer to a full participant
in a community of practice of physicists entails a focus on how identities emerge in learning how to highlight certain aspects
of personal life histories. The analysis of interviews with 55 physicists shows that physicists often perceive experiences
in their childhood as the first step into their professional identities as physicists. These experiences involve recollections
of the ability to think scientifically (e.g., ‘go beyond the surface’), and the ability to play with toys which can be connected
to the practical life of physics. The process of identity formation can be described as developing in a relational zone of
proximal development, where old-timers recognize particular playful qualities in newcomers as a legitimate access to a physicist
identity. The article discusses how play which physicsts connects with a scientific mind can constitute a relational zone
of proximal developments in a community of practice as a particular “space of authoring” in a physicist culture, which cut
across other cultural differences. |
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Keywords: | |
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