PERC 2019 Abstract Detail Page
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| Abstract Title: | Breaking with Tradition: How Informal Learning Experiences in Physics Contribute to Physics Identity Development |
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| Abstract: | While research exists on the effect of informal science experiences on students' broader science identities, little is known about how informal science education generally affects students' development of physics identities--a construct strongly associated with physics career choice. We administered a national survey to students from 27 different colleges and universities across the country (N = 15,847). The survey captured participants' engagement in a variety of informal learning experiences across their elementary, middle, and high school years, including talking with friends and family about science, mixing chemicals, tinkering, reading science fiction, and others. Using multiple regression, we tested linear models that reveal a positive relationship between traditional informal learning experiences in physical science (e.g., tinkering) and respondents' physics identity. We also find a negative relationship between life science experiences and physics identity. We use this evidence to suggest developing interdisciplinary experiences that better engage participants with diverse interests. |
| Abstract Type: | Juried Talk |
| Parallel Session: | Juried Talks I |
| Session Time: | Parallel Sessions Cluster I |
| Room: | Cascade A |
Author/Organizer Information | |
| Primary Contact: |
Zahra Hazari Florida International University |
| Co-Author(s) and Co-Presenter(s) |
Remy Dou, Gerhard Sonnert, Philip M Sadler |
