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Physical Review Physics Education Research
written by Claudia Fracciolla, Brean Prefontaine, and Kathleen A. Hinko
Studies on physics identity have shown that it is one of the main factors that can predict a person's persistence in the field; therefore, studying physics identity is critical to increase diversity within the field of physics and to understand what changes can allow more women and minorities to identify with the field. In this study, we investigate informal physics programs as spaces for physics identity exploration. These programs provide unique conditions under which to study physics identity development along with other identities. Informal physics spaces allow for voluntary engagement, as well as elements of agency and autonomy within the exploration of physics. Thus, these spaces allow an identity to form outside of the constraints traditionally found in academic settings. In this work, we operationalized the community of practice framework to study the development of physics identities within university students who facilitate informal physics programs. We present the stories from two physics graduate students out of our sample to provide a context for testing the feasibility of the extended framework and to identify how experiences within an informal physics program can shape physics identity development. This paper presents the operationalized constructs within the community of practice framework, how these constructs are applied to the narrated experiences of our participants and highlights how we can use this framework to understand the nuances of physics identity development as well as the factors that can influence that development. Studies on physics identity have shown that it is one of the main factors that can predict a person's persistence in the field; therefore, studying physics identity is critical to increase diversity within the field of physics and to understand what changes can allow more women and minorities to identify with the field. In this study, we investigate informal physics programs as spaces for physics identity exploration.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020115
Subjects Levels Resource Types
Education - Applied Research
- Informal Education
- Learning Environment
Education - Basic Research
- Behavior
= Behavior Development
- Sample Population
= Instructor: TA
- Student Characteristics
= Affect
General Physics
- General
- Graduate/Professional
- Upper Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Administrators
- Researchers
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License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.020115
NSF Numbers:
NSF
Advancing
Informal
STEM
Learning
#1423496
Keywords:
physics attitudes, physics identity
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
May 26, 2022 by Caroline Hall
Last Update
when Cataloged:
August 27, 2020
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AIP Format
C. Fracciolla, B. Prefontaine, and K. Hinko, , Phys. Rev. Phys. Educ. Res. 16 (2), 020115 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020115).
AJP/PRST-PER
C. Fracciolla, B. Prefontaine, and K. Hinko, Community of practice approach for understanding identity development within informal physics programs, Phys. Rev. Phys. Educ. Res. 16 (2), 020115 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020115>.
APA Format
Fracciolla, C., Prefontaine, B., & Hinko, K. (2020, August 27). Community of practice approach for understanding identity development within informal physics programs. Phys. Rev. Phys. Educ. Res., 16(2), 020115. Retrieved May 24, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020115
Chicago Format
Fracciolla, C, B. Prefontaine, and K. Hinko. "Community of practice approach for understanding identity development within informal physics programs." Phys. Rev. Phys. Educ. Res. 16, no. 2, (August 27, 2020): 020115, https://doi.org/10.1103/PhysRevPhysEducRes.16.020115 (accessed 24 May 2024).
MLA Format
Fracciolla, Claudia, Brean Prefontaine, and Kathleen Hinko. "Community of practice approach for understanding identity development within informal physics programs." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020115. 24 May 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020115>.
BibTeX Export Format
@article{ Author = "Claudia Fracciolla and Brean Prefontaine and Kathleen Hinko", Title = {Community of practice approach for understanding identity development within informal physics programs}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {2}, Pages = {020115}, Month = {August}, Year = {2020} }
Refer Export Format

%A Claudia Fracciolla %A Brean Prefontaine %A Kathleen Hinko %T Community of practice approach for understanding identity development within informal physics programs %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D August 27, 2020 %P 020115 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020115 %O application/pdf

EndNote Export Format

%0 Journal Article %A Fracciolla, Claudia %A Prefontaine, Brean %A Hinko, Kathleen %D August 27, 2020 %T Community of practice approach for understanding identity development within informal physics programs %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020115 %8 August 27, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020115


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