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Results #1-#10 of 54
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1.
Learning to Communicate about Science in Everyday Language through Informal Science Education
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L. Mayhew and N. Finkelstein, PERC 2009 Proceedings, 205-208.
The University of Colorado’s Partnerships for Informal Science Education in the Community (PISEC) program, in which university students participate in classroom and after school…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=9484&DocID=1357
2.
Promoting Children’s Understanding and Interest in Science Through Informal Science Education
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J. Bartley, L. Mayhew, and N. Finkelstein, PERC 2009 Proceedings, 93-96.
We present results from the University of Colorado's Partnership for Informal Science Education in the Community (PISEC) in which university participants work in after school…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=9454&DocID=1326
3.
Explanatory Framework for Popular Physics Lectures
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S. Kapon, U. Ganiel, and B. Eylon, PERC 2007 Proceedings, 124-127.
Popular physics lectures provide a 'translation' that bridges the gap between the specialized knowledge that formal scientific content is based on, and the audience's informal prior…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=9084&DocID=2002
4.
New Media and Models for Engaging Under-Represented Students in Science
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L. Mayhew and N. Finkelstein, PERC 2008 Proceedings, 155-158.
We describe the University of Colorado Partnerships for Informal Science Education in the Community (PISEC) program in which university students participate in classroom and after…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=8102&DocID=733
5.
Acting in Our Own Self-Interests: Blending University and Community in Informal Science Education
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N. Finkelstein and L. Mayhew, PERC 2008 Proceedings, 19-22.
Research in physics education has demonstrated new tools and models for improving the understanding and engagement of traditional college students [1]. Building on this base, the…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=7957&DocID=686
6.
Using Student Peer Review of Experiment Reports in an Undergraduate Physics Class
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T. Moran and S. Van Hook, J. Coll. Sci. Teaching,
36
(1), 45-49 (2006).
A class centered on student design of experiments and peer review of the resulting reports is described. Thirteen students in an honors seminar section of an introductory physics…
https://my.nsta.org/resource/?id=10.2505/4/jcst06_036_01_45
7.
Investigation and Evaluation of a Physics Tutorial Center
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K. Walker and M. Dancy, PERC 2006 Proceedings, 137-140.
The Physics Resource Center (PRC) is a tutorial center offering supplemental instruction to all introductory level physics students. Physics students were surveyed to investigate and…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=5268&DocID=3505
8.
COMPUGIRLS’ Standpoint: Culturally Responsive Computing and Its Effect on Girls of Color
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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
9.
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
10.
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
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Results #1-#10 of 54
