Extending the theoretical framing for physics education research: An illustrative application of complexity science

dc.contributor.authorForsman, Jonas
dc.contributor.authorMoll, Rachelen
dc.contributor.authorLinder, Cedricen
dc.date.accessioned2015-12-02T21:27:05Z
dc.date.available2015-12-02T21:27:05Z
dc.date.issued2014-09-24
dc.description.abstractThe viability of using complexity science in physics education research (PER) is exemplified by (1) situating central tenets of student persistence research in complexity science and (2) drawing on the methods that become available from this to illustrate analyzing the structural aspects of students’ networked interactions as an important dynamic in student persistence. By drawing on the most cited characterizations of student persistence, we theorize that university environments are made up of social and academic systems, which PER work on student persistence has largely ignored. These systems are interpreted as being constituted from rules of interaction that affect the structural aspects of students’ social and academic network interactions from a complexity science perspective. To illustrate this empirically, an exploration of the nature of the social and academic networks of university-level physics students is undertaken. This is done by combining complexity science with social network analysis to characterize structural similarities and differences of the social and academic networks of students in two courses. It is posited that framing a social network analysis within a complexity science perspective offers a new and powerful applicability across a broad range of PER topics.en_US
dc.description.fulltexthttps://viuspace.viu.ca/bitstream/handle/10613/2583/Moll.Extending.Theoretical.Framing.pdf?sequence=3en
dc.description.noteThis is an electronic version of an article published as: Forsman, J., Moll, R. & Linder, C. (2014). Extending the theoretical framing for physics education research: An illustrative application of complexity science. Physical Review Special Topics – Physics Education Research, 10(2), 020122:1-020122:13. Physical Review Special Topics – Physics Education Research is available online at: https://journals.aps.org/prstper/, and this article is available at: http://link.aps.org/doi/10.1103/PhysRevSTPER.10.020122en
dc.format.extent351ken
dc.format.mediumtexten
dc.format.mimetypeapplication/pdfen
dc.identifier.citationForsman, J., Moll, R. & Linder, C. (2014). Extending the theoretical framing for physics education research: An illustrative application of complexity science. Physical Review Special Topics – Physics Education Research, 10(2), 020122:1-020122:13.en_US
dc.identifier.doi10.1103/PhysRevSTPER.10.020122
dc.identifier.issn1554-9178
dc.identifier.otherDOI: 10.1103/PhysRevSTPER.10.020122
dc.identifier.urihttp://hdl.handle.net/10613/2583
dc.language.isoenen_US
dc.publisherAmerican Physical Societyen_US
dc.rightsAttribution 3.0 Unporteden
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/en
dc.subject.lcshScience--Study and teachingen
dc.subject.otherPhysics educationen
dc.subject.otherComplexity scienceen
dc.titleExtending the theoretical framing for physics education research: An illustrative application of complexity scienceen_US
dc.typeArticleen_US
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