Contribution to Activity: An Effective Way to Examine Students’ Role in a Physics Course

• In Event: Expanding Cultural-Historical Activity Theory Methodologies for the Study of Classroom Practices

Abstract

This paper argues for using the concept of contribution to activity instead of participation when using a sociocultural perspective for understanding learning in formal settings. Drawing on cultural-historical activity theory, I explain contribution as a powerful notion to understand people in their activities that can show us the venues for change. Contribution can be especially informative when examining how underrepresented students in science can be more engaged in science education. My study in introductory physics courses in a research university expands on the notion of students’ contribution and explores the possibility of it. Using interviews and field observations, I put forward the case of Zoey’s contribution to the activities in the course that initiated change among her peers.

Author

• Sanaz Farhangi, New York University