ABS310 - Activity theory as a framework for analyze of Masterclass hands on particle physics - Board 33

Track:
3.5 Unit of analysis: historicity, context, and levels of analytic scale
What:
Poster
When:
Wednesday Aug 30   11:00 AM to 12:00 PM (1 hour)
Where:
Discussion:
0

This paper presents part of our investigation about Masterclass Hands on Particle Physics, a program organized by the International Particle Physics Outreach Group. The Masterclass goal is to popularize the modern physics researches developed at CERN. The event is structured to allow the students to live as a scientist for one day. The Masterclass began with a group of scientists; they have formulated it with an activity that would allow students learn from specific Physicists’ experimental work. However, from the review of students and teacher this activity can represent different meaning and impacts on students’ science learning. Our broader research goal is to understand how different subjects can meet in on activity as Masterclass and how it affects on students' science learning. We based our Masterclass analysis on Activity Theory framework. This theoretical basis was helpful since Masterclass complexity is viewed as an activity considering Engeström’s (2001) five Activity principles. Here we particularly focused on the multivocality principle to understand how different subjects contribute to the objective of the Masterclass in Brazil. This event brought together around 400 high school students from 18 schools from the state of São Paulo (Brazil). We video-recorded the classes and interviewed students, Physics teachers, and organization members. Taking Masterclass as our unity of analysis, we investigated the interactions between Physicists, Physics teachers, and students. All those Masterclass Activity subjects composed a community with different backgrounds, believes, traditions and practices. As a multivoiced activity, contradictions appear through different meanings about Physics and experimentation, and even about the Masterclass objective. In conclusion, we deeper understand how the multivocality constructs fuzzy activity objects, since we had the chance to contrast scientific and educational goals exposing some contradictions, such as about the meaning of experimentation to science building and learning.

Presenter
University of São Paulo
Presenter
University of São Paulo
Presenter
University of São Paulo (São Paulo, Brazil)

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