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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
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