PERC 2019 Abstract Detail Page
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| Abstract Title: | Understanding University Students’ Identity through Engagement in Informal Physics Programs |
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| Abstract: | A physics student's identity is predicated on a multitude of factors, such as research, classes, and activities outside the classroom. Many students choose to participate in informal physics teaching programs during college; however, these programs are an understudied portion of a physics student's experience. We hypothesize that UEs' science identity is reshaped by interactions and experiences they have in these programs. We focus on a student group that does demonstrations at local K-12 schools and organizations. Pre- and post- interviews were collected with undergraduate participants in this group in this group who went on an intensive week-long trip to rural areas in the state. Here, we extend our previous work using a Communities of Practice framework to analyze these interviews. We operationalize students' movement toward or away from central membership as well as look at the intersection of other physics, academic, and personal communities with the informal physics program community. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session I |
| Poster Number: | A30 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Caleb Rispler Michigan State University |
| Co-Author(s) and Co-Presenter(s) |
Brean Prefontaine (Michigan State), Kathleen Hinko (Michigan State) |
