Gender Equity in Physics Education: Modeling a Future for Canadian Physics Education Research

The purpose of this early-stage study is to determine if and how Canada’s physics education researchers are working to solve the problem of women’s underrepresentation in physics education, and to develop an expert opinion-based model for institutions to address gender equity issues in physics education (at all levels). The study will: 1) identify physics education practices that physics education research (PER) experts have found to be supportive of gender equity; 2) identify Canada’s PER experts and their research focuses; (3) conduct a Delphi study with Canada’s PER experts to gain consensus on how PER can inform and support gender equity in physics education; and (4) develop a model to guide ongoing PER in Canada to support the achievement of gender equity in physics education. Results of preliminary phases of the study include emergent themes from interviews with international PER experts on gender-equitable physics education practices and initial descriptions of the landscape of PER in Canada. These are based on content analysis of online biographies for all individuals working in Physics or Education departments across all Canadian universities. The presentation aims to generate discussion on these results and the proceeding phases of the study

Understanding Young Women’s Experiences of Barriers in High School Physics Education

This paper reports results of a qualitative study that aimed to understand how young women experience barriers in their high school physics education. The bases of the research include the longstanding issue of underrepresentation of women in physics in Canada, prevalent themes on the gender gap identified throughout physics education research, and the gap in literature that provides an explanation of young women’s experiences with barriers encountered in their high school physics education. Social cognitive career theory and the concept of physics identity provide a lens through which students’ experiences of barriers are described. Focus group and interview results concern students’ perceptions, experiences, identity, and gender. Young women’s stories reveal challenges, differences, and consequences of being a young woman in high school physics. The paper brings in student voice, practice-oriented recommendations for physics educators, and research-based knowledge for the advancement of equitable physics education

Using reflections to explore student learning during the project component of an advanced laboratory course

We redesigned an advanced physics laboratory course to include a project component. The intention was to address learning outcomes such as modeling, design of experiments, teamwork, and developing technical skills in using apparatus and analyzing data. The course included experimental labs in preparation for a six-week team project in which students designed and implemented a research experiment. The final assignment given to students was a reflective essay, which asked students to discuss their learning and satisfaction in doing the project. Qualitative analysis of the students' reflections showed that the majority of the students reported satisfaction and achievement, functional team dynamics, learning outcomes unique to this experience, practicing modeling skills, and potential future improvements. We suggest that reflections are useful as support for student learning as well as in guiding curricular improvements. Our findings may be useful for other course redesign initiatives incorporating project-based learning and student reflections.Comment: This work was presented at the Physics Education Research Conference held in Washington DC. from August 1-2, 201