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Abstract Title: Authentic research experience in high school physics: Learning, mentorship, and social infrastructure
Abstract: Research experience is increasingly considered an important component of science education at the secondary school and undergraduate levels. This poster-talk presents a case study of learning in a unique apprenticeship model in which students are engaged in long-term open-ended research projects in physics that are done at the laboratory in school, and in which the project advisor is a physics teacher supported by a community of teacher-researchers.
The study documented learning gains such as learning of scientific content and skills, internalization of scientific habits of thought, as well as developing passion, interest and agency with regard to science. It documented features of students' engagement, specific features of mentorship and the social infrastructure that fostered this learning. The interaction between a cultural discipline (i.e., physics), the social infrastructure in which the advisor and the students function, the advisor's mentorship style, and the students' learning and engagement is discussed.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Shulamit Kapon
Technion - Israel Institute of Technology