Informal physics programs as communities of practice: How can programs support university students’ identities?

Many undergraduate and graduate physics students participate in some form of public engagement throughout the course of their studies, often through groups supported by physics departments and universities. These informal teaching and learning programs can offer unique opportunities for both partici...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Brean Prefontaine, Claire Mullen, Jonna Jasmin Güven, Caleb Rispler, Callie Rethman, Shane D. Bergin, Kathleen Hinko, Claudia Fracchiolla
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/ea5dab80796a4a24be8c1043cd29172e
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:ea5dab80796a4a24be8c1043cd29172e
record_format	dspace
spelling	oai:doaj.org-article:ea5dab80796a4a24be8c1043cd29172e2021-11-12T15:46:05ZInformal physics programs as communities of practice: How can programs support university students’ identities?10.1103/PhysRevPhysEducRes.17.0201342469-9896https://doaj.org/article/ea5dab80796a4a24be8c1043cd29172e2021-11-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.020134http://doi.org/10.1103/PhysRevPhysEducRes.17.020134https://doaj.org/toc/2469-9896Many undergraduate and graduate physics students participate in some form of public engagement throughout the course of their studies, often through groups supported by physics departments and universities. These informal teaching and learning programs can offer unique opportunities for both participants and facilitators to interact in a way that fosters physics identity development. Understanding how physics identities can be cultivated will allow us to work toward a field that is inclusive of more identities. In this study, we build on previous work to investigate facilitator experiences in three informal physics programs using an operationalized communities of practice framework. Through our analysis, we identify different structures within these programs that support physics identity development.Brean PrefontaineClaire MullenJonna Jasmin GüvenCaleb RisplerCallie RethmanShane D. BerginKathleen HinkoClaudia FracchiollaAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 2, p 020134 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Brean Prefontaine Claire Mullen Jonna Jasmin Güven Caleb Rispler Callie Rethman Shane D. Bergin Kathleen Hinko Claudia Fracchiolla Informal physics programs as communities of practice: How can programs support university students’ identities?
description	Many undergraduate and graduate physics students participate in some form of public engagement throughout the course of their studies, often through groups supported by physics departments and universities. These informal teaching and learning programs can offer unique opportunities for both participants and facilitators to interact in a way that fosters physics identity development. Understanding how physics identities can be cultivated will allow us to work toward a field that is inclusive of more identities. In this study, we build on previous work to investigate facilitator experiences in three informal physics programs using an operationalized communities of practice framework. Through our analysis, we identify different structures within these programs that support physics identity development.
format	article
author	Brean Prefontaine Claire Mullen Jonna Jasmin Güven Caleb Rispler Callie Rethman Shane D. Bergin Kathleen Hinko Claudia Fracchiolla
author_facet	Brean Prefontaine Claire Mullen Jonna Jasmin Güven Caleb Rispler Callie Rethman Shane D. Bergin Kathleen Hinko Claudia Fracchiolla
author_sort	Brean Prefontaine
title	Informal physics programs as communities of practice: How can programs support university students’ identities?
title_short	Informal physics programs as communities of practice: How can programs support university students’ identities?
title_full	Informal physics programs as communities of practice: How can programs support university students’ identities?
title_fullStr	Informal physics programs as communities of practice: How can programs support university students’ identities?
title_full_unstemmed	Informal physics programs as communities of practice: How can programs support university students’ identities?
title_sort	informal physics programs as communities of practice: how can programs support university students’ identities?
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/ea5dab80796a4a24be8c1043cd29172e
work_keys_str_mv	AT breanprefontaine informalphysicsprogramsascommunitiesofpracticehowcanprogramssupportuniversitystudentsidentities AT clairemullen informalphysicsprogramsascommunitiesofpracticehowcanprogramssupportuniversitystudentsidentities AT jonnajasminguven informalphysicsprogramsascommunitiesofpracticehowcanprogramssupportuniversitystudentsidentities AT calebrispler informalphysicsprogramsascommunitiesofpracticehowcanprogramssupportuniversitystudentsidentities AT callierethman informalphysicsprogramsascommunitiesofpracticehowcanprogramssupportuniversitystudentsidentities AT shanedbergin informalphysicsprogramsascommunitiesofpracticehowcanprogramssupportuniversitystudentsidentities AT kathleenhinko informalphysicsprogramsascommunitiesofpracticehowcanprogramssupportuniversitystudentsidentities AT claudiafracchiolla informalphysicsprogramsascommunitiesofpracticehowcanprogramssupportuniversitystudentsidentities
_version_	1718430406727958528

Informal physics programs as communities of practice: How can programs support university students’ identities?

Ejemplares similares