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A common hope of many physics educators and researchers is that studentsleave the course with a stronger sense that physics is relevant to them thanwhen they entered the course. Multiple survey measures have attempted tomeasure shifts in students' beliefs on the relevance of physics but frequentlythe results show a negative shift in students' beliefs and are often reportedas a failure of students to "see the relevance." We challenge thisinterpretation by first operationalizing relevance as a construct by usingexisting theories on beliefs and attitudes. We utilize ecological systemstheory to identify rich sites of relevance in students lives and presentevidence to demonstrate the rich ways students are able to make relevantconnections to physics. We then reflect on the implications of this expandedview on the limitations of past measures of relevance. We articulate howincorporating students' disciplinary ideas and expertise into the classroom canchallenge previous deficit-framed narratives of students' abilities to find therelevance of physics.

Operationalizing relevance in physics education: using a systems view to expand our conception of making physics relevant