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Results #1-#10 of 100+
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1.
COMPUGIRLS’ Standpoint: Culturally Responsive Computing and Its Effect on Girls of Color
[ Journal Article ]
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K. Scott and M. Aleta White, Urban Educ.,
48
(5), 657-681 (2013).
This article investigates the motivations of African American and Latino girls ages 13-18) who navigate urban Southwest school districts during the day, but voluntarily attend a…
https://doi.org/10.1177/0042085913491219
2.
Techno-Social Change Agents: Fostering Activist Dispositions Among Girls of Color
[ Journal Article ]
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K. Scott and P. Garcia, Meridians,
15
(1), 65-85 (2017).
Discourse about girls and women of color in technology has followed the familiar path of using a single-unit analysis to explain disparity. Consequently, approaches to “motivate”…
https://doi.org/10.2979/meridians.15.1.05
3.
Examining the relationship between informal science experiences and physics identity: Unrealized possibilities
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Z. Hazari, R. Dou, G. Sonnert, and P. Sadler, Phys. Rev. Phys. Educ. Res.,
18
(1), 010107 (2022).
Both in physics education and in science education more generally concerns exist that formal K-12 education structures limit and, in some cases, diminish students’ interest and…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010107
4.
Shifting the learning gears: Redesigning a project-based course on soft matter through the perspective of constructionism
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E. Langbeheim, A. Abrashkin, A. Steiner, H. Edri, S. Safran, and E. Yerushalmi, Phys. Rev. Phys. Educ. Res.,
16
(2), 020147 (2020).
This article describes the redesign of a project-based course on soft and biological materials to include computational modeling. Including the construction of computational models…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020147
5.
Refining a model for understanding and characterizing instructor pedagogy in informal physics learning environments
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M. Bennett, B. Fiedler, and N. Finkelstein, Phys. Rev. Phys. Educ. Res.,
16
(2), 020137 (2020).
Public engagement is an important component of the operation of many physics organizations, such as physics departments. However, comparatively little work has been done to…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020137
6.
Survey of the academic use of planetariums for undergraduate education
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D. Everding and J. Keller, Phys. Rev. Phys. Educ. Res.,
16
(2), 020128 (2020).
We present the analysis of the planetarium usage survey (PLUS), a two-part, mixed-methods initial study investigating planetarium use in the U.S. by undergraduate learners.…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020128
7.
Community of practice approach for understanding identity development within informal physics programs
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C. Fracchiolla, B. Prefontaine, and K. Hinko, Phys. Rev. Phys. Educ. Res.,
16
(2), 020115 (2020).
Studies on physics identity have shown that it is one of the main factors that can predict a person’s persistence in the field; therefore, studying physics identity is critical to…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020115
8.
Impact of informal physics programs on university student development: Creating a physicist
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C. Rethman, J. Perry, J. Donaldson, D. Choi, and T. Erukhimova, Phys. Rev. Phys. Educ. Res.,
17
(2), 020110 (2021).
Physics outreach programs provide a critical context for informal experiences that promote the transition from new student to contributing physicist. Prior studies have suggested a…
https://doi.org/10.1103/PhysRevPhysEducRes.17.020110
9.
Challenges and opportunities for informal physics learning in the COVID era
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M. Bennett, K. Hinko, and D. Izadi, Phys. Rev. Phys. Educ. Res.,
17
(2), 023102 (2021).
The COVID-19 pandemic has greatly impacted every aspect of academic activity, including the informal education and public engagement efforts of physics departments and institutions.…
https://doi.org/10.1103/PhysRevPhysEducRes.17.023102
10.
Informal physics programs as communities of practice: How can programs support university students’ identities?
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B. Prefontaine, C. Mullen, J. Jasmin-Güven, C. Rispler, C. Rethman, S. Bergin, K. Hinko, and C. Fracchiolla, Phys. Rev. Phys. Educ. Res.,
17
(2), 020134 (2021).
Many undergraduate and graduate physics students participate in some form of public engagement throughout the course of their studies, often through groups supported by physics…
https://doi.org/10.1103/PhysRevPhysEducRes.17.020134
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Results #1-#10 of 100+
