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Abstract Title: Children’s Communication Practices in an Informal Physics Program
Abstract: The communication of scientific ideas and investigations through written documentation is a necessary and fundamental practice in physics that can be built into physics learning environments. In this work, we investigate how children participating in an afterschool physics program choose to communicate their scientific activities in notebooks. We both expand on Ruiz-Primo's notebook analysis framework (Ruiz-Primo, et al., 2004) developed to evaluate written communication in school settings and adapt this framework for an informal program. Additionally, we apply this framework to analyze the ways in which the curriculum prompts children to communicate. In comparing the opportunities for communication in the curriculum and children's communication choices as documented in their notebooks, we find that children communicate more frequently and in more varied ways than they are prompted. We situate children's science notebooks within authentic science communication practices and connect these results to the broader educational setting.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Rosemary Wulf
University of Colorado Boulder
440 UCB
JILA A502
Boulder, CO 80309
Phone: 303-492-0869
Co-Author(s)
and Co-Presenter(s)
Kathleen Hinko, University of Colorado Boulder; Noah Finkelstein, University of Colorado Boulder