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Abstract Title: How Does Program Design Promote or Constrain Pedagogical Approaches?
Abstract: Compared to teaching in formal classroom settings, informal STEM teaching is relatively understudied.  Recently, a study characterized several "pedagogical modes" utilized by "University Educator" (UE) volunteers teaching in CU Boulder's Partnerships for Informal Science Education in the Community (PISEC) program.  In order to further investigate how both educator preparation and program design can affect UEs' pedagogical tendencies, UEs were surveyed for their modal preferences both before and after explicit training in the pedagogical modes.  Then, throughout the semester, UEs' teaching was recorded and analyzed using cultural-historical activity theory, including for incidences of agreement or disagreement between their stated and enacted teaching preferences. It was found that, despite an immediate shift in volunteers' preferences after training, their day-to-day teaching reflected the influence of a number of factors.  These findings, and their implication for not only PISEC educator training and program design but formal teacher training, will be discussed.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B4

Author/Organizer Information

Primary Contact: Michael B. Bennett
University of Colorado Boulder
440 UCB
Boulder, CO 80309
and Co-Presenter(s)
Brett Fiedler, Noah D. Finkelstein