PERC 2019 Abstract Detail Page
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| Abstract Title: | Impact of the Next GEN PET Curriculum on science identity |
|---|---|
| Abstract: | The Next GEN Physical Science and Everyday Thinking (PET) curriculum was designed for physical science courses for future elementary teachers. However, this curriculum may also be used in general education conceptual science courses. The materials are aligned with the Next Generation Science Standards and use a guided-inquiry approach. Next GEN PET is currently being implemented at many universities nationwide. We examine the impact of this curriculum on students' science identities at a subset of these universities. The identity framework consists of three dimensions. Recognition is the extent to which a student believes that parents, peers, and professors view them as a science person. Interest describes their enjoyment of science. Finally, performance/competence represents a student's belief in their abilities to understand science and complete science related tasks. The shift in science identities was measured with items adapted from a previously developed physics identity instrument. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B85 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Robynne M Lock Texas A&M University - Commerce Dept. of Physics & Astronomy, PO Box 3011 Commerce, TX 75429 Phone: 3038153506 |
| Co-Author(s) and Co-Presenter(s) |
William G. Newton, Texas A&M University-Commerce Ben Van Dusen, California State University – Chico Steven Maier, Northwestern Oklahoma State University Liang Zeng, University of Texas Rio Grande Valley |
