THORLEY, Amelia Deborah Maud (2014). Girls and A level physics : identity and choices. Doctoral, Sheffield Hallam University. [Thesis]
Documents
17710:330113
PDF (Version of Record)
31296_Thorley.pdf - Accepted Version
Available under License All rights reserved.
31296_Thorley.pdf - Accepted Version
Available under License All rights reserved.
Download (5MB) | Preview
Abstract
This thesis addresses the question of how physics identity and physics self
efficacy influence girls’ choices to study or not to study physics post-16. This
question is important because only 20% of the overall 16-18 physics cohort in
England and Wales is female.
A theoretical framework for physics identity is proposed using socio-cultural
theories. An extensive review of the current literature on the issue o f girls in
physics, physics identity and physics self efficacy was used to support this
framework.
A mixed methods methodology with a funnelling approach to selecting
participants was used. Two schools were selected because they had in the past
demonstrated a higher than average progression rate for girls onto post-16
physics. An initial questionnaire was completed by 458 14 and 15 year old
pupils. From the answers given on the questionnaire, 43 girls were selected to
participate in three rounds of small group interviews. These girls were ones who
were both thinking of studying physics post-16 and those who were not. Finally,
extended narratives of four girls were developed to illustrate the links between
physics identity, physics self efficacy and physics choice.
Descriptive analysis of the questionnaire data was used to give a background
picture of the pupils’ overall views about science and physics, science and
physics teachers and lessons and how they felt about physics. The group
interview data was analysed thematically drawing on the themes identified in the
literature review and themes that emerged from the data. The stories o f four girls
were analysed using narrative methodology.
The results show that the issues of girls’ engagement in physics cannot be
resolved unless a holistic view is taken; that developing identification with
physics occurs within the wider identity development of the girls that takes place
in the many figured worlds that they inhabit. Particular notice needs to be taken
of how girls’ identification with physics develops due to interactions with
teachers; how physics plays a part in the discourse of achievement and how
society in general influences this identification. The research showed that there
was little difference between future choosers and non choosers of physics.
More Information
Statistics
Downloads
Downloads per month over past year
Share
Actions (login required)
View Item |