PERC 2018 Abstract Detail Page
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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 |
| Co-Author(s) and Co-Presenter(s) |
Mike Bennett, University of Colorado Boulder. Noah Finkelstein, University of Colorado Boulder. |
