A critical examination of "expert-like" in physics education research

• DOI: 10.1119/perc.2021.pr.phillips
• Publication Date: 2021-10-20T19:28:09Z
• Authors: Anna McLean Phillips; Christine O'Donnell
• Keywords: Physics Education

The growing push to address the lack of diversity in physics has come with an array curriculum reforms and interventions.There been work Physics Education Research (PER) that supported these reforms, including studying experiences identity development students from minoritized backgrounds.However, there a critical reflection on core methodologies constructs used PER.Here, we present analysis qualitative quantitative define measure "expert-like" thinking, beliefs, practices physics.We show this largely omitted any consideration race or cultural backgrounds participants, instead defining "experts" as either faculty Ph.D. holders.Research theory demonstrates failing intentionally potential biases tends towards reinforcing those biases.Thus, PER expert-like thinking may unintentionally replicate, rather than challenge, existing biased structures conclude recommendations for constructing more inclusive views what it means develop thinking.