Neuroqueering Physics Literacy
Fuente:
arXiv
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| Format: | Preprint |
| Published: |
2023
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| _version_ | 1866916648675442688 |
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| author | McDermott, Liam G. |
| author_facet | McDermott, Liam G. |
| contents | Neurodivergent people experience the world, conceptualize scientific concepts, and engage with meaning-making differently than their neurotypical peers. When these differences are actualized in an institutional setting, such as higher education, conflict can arise which has a disabling effect on them. One such way this conflict can arise is through defining and subsequent assessment of scientific literacy, as we define scientific literacy through a neurotypical lens. There is much literature on how to better teach neurodivergent students to succeed in a neurotypical-normative scientific environment, however very little research exists which examines what neurodivergent differences in learning look like from these students' perspectives. I here present a case study of five neurodivergent physicists as a part of a broader study on neurodiversity in physics, explaining why it is imperative to redefine scientific literacy and reorient it to a neuroqueer standpoint. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2307_05531 |
| institution | arXiv |
| publishDate | 2023 |
| record_format | arxiv |
| spellingShingle | Neuroqueering Physics Literacy McDermott, Liam G. Physics Education Neurodivergent people experience the world, conceptualize scientific concepts, and engage with meaning-making differently than their neurotypical peers. When these differences are actualized in an institutional setting, such as higher education, conflict can arise which has a disabling effect on them. One such way this conflict can arise is through defining and subsequent assessment of scientific literacy, as we define scientific literacy through a neurotypical lens. There is much literature on how to better teach neurodivergent students to succeed in a neurotypical-normative scientific environment, however very little research exists which examines what neurodivergent differences in learning look like from these students' perspectives. I here present a case study of five neurodivergent physicists as a part of a broader study on neurodiversity in physics, explaining why it is imperative to redefine scientific literacy and reorient it to a neuroqueer standpoint. |
| title | Neuroqueering Physics Literacy |
| topic | Physics Education |
| url | https://arxiv.org/abs/2307.05531 |