Materials Similar to Coordinating epistemic frames in informal physics: Agency, support, and technology
- 37%: Supporting multiple identities in informal spaces: Examining design choice
- 32%: Just Math: A New Epistemic Frame
- 31%: Promoting children's agency and communication skills in an informal science program
- 31%: Student Satisfaction and Perceptions of Instructor Support in Studio Physics
- 31%: A Study of Informal Learning Communities: a Tale of Two Physics Courses
- 31%: Identity, Topical Interest, and Classroom Dynamics as Supports of Transformative Experiences
- 31%: Technology and research-based strategies: Learning and alternative conceptions
- 31%: Using asynchronous communication to support virtual faculty learning communities
- 31%: From ‘having a day’ to doing astronomy: Supporting families learning together
- 30%: How personal effort, student interactions, and instructor support relate to physics student satisfaction
- 30%: Identification of a shared answer-making epistemic game in a group context
- 30%: Experiences of departmental supports by physics graduate students: results from 20 research-intensive institutions
- 29%: “Success Together”: Physics departmental practices supporting LGBTQ+ women and women of color
- 29%: Sense of agency, gender, and students’ perception in open-ended physics labs
- 29%: College faculty support for grade 7-12 teaching careers: survey results and comparisons to student perceptions
- 26%: University physics students’ motivations and experiences in informal physics programs
- 26%: “I’m not that important”: Barriers and bolsters to student agency during conversations about the intersections of physics and ethics
- 25%: Impact of Informal Science Education on Children's Attitudes About Science
- 25%: Impacting university physics students through participation in informal science
