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Abstract Title: Personalization of Learning, and Scientific Pursuit in an Inquiry-based Learning Environment
Abstract: Informal physics education offers several affordances compared to its formal counterpart, including, in some cases, the ability for students to self-embed into their written activity records. To assess the degree to which informal learning environments promote or discourage students' ownership of their work, we investigated personalization of science learning, taking it as evidence of students' exhibiting ownership over the learning process. In this work, student personalization of science activities in an inquiry-based environment is discussed, with a focus on the ways in which students self-embed into their experiments through the use of personal pronouns in the possessive or subjective case. We recorded the use of first, second, and third-person pronouns in journals and assessed difference and similarities in self-embedding between student populations. We will discuss personalization trends and relation to students' choice of activity as well as the organization and delivery of the activity prompt.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A36

Author/Organizer Information

Primary Contact: Emily Hayden
University of Colorado Boulder
16091 W 56th Place
Golden, CO 80302
Phone: 7197788751
and Co-Presenter(s)
Mike Bennett, University of Colorado Boulder.
Noah Finkelstein, University of Colorado Boulder.