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Physical Review Physics Education Research
written by Brean Prefontaine, Claire Mullen, Jonna Jasmin-Güven, Caleb Rispler, Callie Rethman, Shane Bergin, Kathleen A. Hinko, and Claudia Fracchiolla
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. This study builds on previous work to investigate facilitator experiences in three informal physics programs using an operationalized communities of practice framework. It utilizes the intersection of community dimensions and mechanisms of identity from the communities of practice framework to analyze three different informal physics programs. Through analysis, the authors identify different structures within these programs that support physics identity development. The results are complementary to findings from previous studies that showed informal physics programs can provide growth opportunities for university physics students in specific physics practice, such as improved scientific communication skills and pedagogical modalities.
Physical Review Physics Education Research: Volume 17, Issue 2, Pages 020134
Subjects Levels Resource Types
Education - Applied Research
- Informal Education
- Learning Environment
General Physics
- Physics Education Research
- Informal Education
- Graduate/Professional
- Reference Material
= Research study
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License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.020134
NSF Numbers:
Advancing
Informal
STEM
Learning
1423496
Keywords:
community of practice, inclusivity
Record Creator:
Metadata instance created November 23, 2021 by Lyle Barbato
Record Updated:
January 25, 2022 by Lyle Barbato
Last Update
when Cataloged:
November 12, 2021
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Record Link
AIP Format
B. Prefontaine, C. Mullen, J. Jasmin-Güven, C. Rispler, C. Rethman, S. Bergin, K. Hinko, and C. Fracchiolla, , Phys. Rev. Phys. Educ. Res. 17 (2), 020134 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.020134).
AJP/PRST-PER
B. Prefontaine, C. Mullen, J. Jasmin-Güven, C. Rispler, C. Rethman, S. Bergin, K. Hinko, and C. Fracchiolla, Informal physics programs as communities of practice: How can programs support university students’ identities?, Phys. Rev. Phys. Educ. Res. 17 (2), 020134 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.020134>.
APA Format
Prefontaine, B., Mullen, C., Jasmin-Güven, J., Rispler, C., Rethman, C., Bergin, S., Hinko, K., & Fracchiolla, C. (2021, November 12). Informal physics programs as communities of practice: How can programs support university students’ identities?. Phys. Rev. Phys. Educ. Res., 17(2), 020134. Retrieved April 18, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.17.020134
Chicago Format
Prefontaine, B, C. Mullen, J. Jasmin-Güven, C. Rispler, C. Rethman, S. Bergin, K. Hinko, and C. Fracchiolla. "Informal physics programs as communities of practice: How can programs support university students’ identities?." Phys. Rev. Phys. Educ. Res. 17, no. 2, (November 12, 2021): 020134, https://doi.org/10.1103/PhysRevPhysEducRes.17.020134 (accessed 18 April 2024).
MLA Format
Prefontaine, Brean, Claire Mullen, Jonna Jasmin-Güven, Caleb Rispler, Callie Rethman, Shane Bergin, Kathleen Hinko, and Claudia Fracchiolla. "Informal physics programs as communities of practice: How can programs support university students’ identities?." Phys. Rev. Phys. Educ. Res. 17.2 (2021): 020134. 18 Apr. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.17.020134>.
BibTeX Export Format
@article{ Author = "Brean Prefontaine and Claire Mullen and Jonna Jasmin-Güven and Caleb Rispler and Callie Rethman and Shane Bergin and Kathleen Hinko and Claudia Fracchiolla", Title = {Informal physics programs as communities of practice: How can programs support university students’ identities?}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {2}, Pages = {020134}, Month = {November}, Year = {2021} }
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%A Brean Prefontaine %A Claire Mullen %A Jonna Jasmin-Güven %A Caleb Rispler %A Callie Rethman %A Shane Bergin %A Kathleen Hinko %A Claudia Fracchiolla %T Informal physics programs as communities of practice: How can programs support university students' identities? %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %D November 12, 2021 %P 020134 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020134 %O text/html

EndNote Export Format

%0 Journal Article %A Prefontaine, Brean %A Mullen, Claire %A Jasmin-Güven, Jonna %A Rispler, Caleb %A Rethman, Callie %A Bergin, Shane %A Hinko, Kathleen %A Fracchiolla, Claudia %D November 12, 2021 %T Informal physics programs as communities of practice: How can programs support university students' identities? %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %P 020134 %8 November 12, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020134


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