The theme of the 2019 Physics Education Research (PER) Conference was "Physics Outside of the Classroom: Teaching, Learning, and Cultural Engagement in Informal Physics Environments"

Physics education occurs in a multitude of contexts: in the home, afterschool, in museums, in the community, online, and in classrooms. Learning environments other than formal classroom experiences are collectively referred to as "informal learning environments" and provide different opportunities and challenges for researchers and practitioners. Thus, informal physics provides novel contexts for researching physics learning and instruction, pathways to physics identity, and other topics. Informal physics education research provides opportunities to consider the ways in which physics as a culture presents itself to the public, including to potential future physicists, especially those from under-represented groups. Informal physics can also have a strong focus on elements of inclusion and equity, often serving as the first point of contact for interested members of the public, and the experiences of informal physics practitioners and researchers can complement and even inform the way formal physics departments address these important issues. In a broader context, informal physics is the gateway through which physicists communicate with the public, making physics part of society in the process.

PERC 2019 sought to provide opportunities in both traditional and non-traditional  ways to connect and socialize with other physicists, as well as with the local community, and to showcase the rigorous research being done in informal and formal fields with connections to outreach. In line with the advantages of informal learning spaces, we encouraged submissions to push on the boundaries of traditional modes of presentations.