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Abstract Title: Sharing Science Learning with Family and Friends
Abstract: As part of a broader research project to investigate how and when in-class science engagement transfers to out-of-school settings, a particular phenomenon of interest deals with students choosing to share their science learning with family and friends.  Based on written responses to surveys and interviews with students enrolled in undergraduate science courses, I share and analyze examples of students' sharing their science learning with family and friends. These examples highlight the role that positive self-efficacy and pride play in motivating students' choice to engage family and friends and also how students' satisfaction in doing so can be influenced by the interest, capability, and knowledge differential of their interlocutors.

Footnote: This material is based upon work supported by the National Science Foundation under Grant Nos. 1140785 and 110784.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Brian W. Frank
Middle Tennessee State University