Characterizing Pedagogical Practices of University Physics Students in Informal Learning Environments

Autor/inn/en	Hinko, Kathleen A.; Madigan, Peter; Miller, Eric; Finkelstein, Noah D.
Titel	Characterizing Pedagogical Practices of University Physics Students in Informal Learning Environments
Quelle	In: Physical Review Physics Education Research, 12 (2016) 1, S.010111-1 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
DOI	10.1103/PhysRevPhysEducRes.12.010111
Schlagwörter	Teaching Methods; Physics; College Students; Interaction; After School Programs; College School Cooperation; Hands on Science; Elementary School Students; Middle School Students; Outreach Programs; Student Role; Video Technology; Observation; Consultants; Social Theories; Science Instruction; Colorado + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Physik; Collegestudent; Interaktion; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Jobcoaching; Beobachtung; Consultant; Berater; Gesellschaftstheorie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	University educators (UEs) have a long history of teaching physics not only in formal classroom settings but also in informal outreach environments. The pedagogical practices of UEs in informal physics teaching have not been widely studied, and they may provide insight into formal practices and preparation. We investigate the interactions between UEs and children in an afterschool physics program facilitated by university physics students from the University of Colorado Boulder. In this program, physics undergraduates, graduate students, and postdoctoral researchers work with K-8 children on hands-on physics activities on a weekly basis over the course of a semester. We use an activity theoretic framework as a tool to examine situational aspects of individuals' behavior in the complex structure of the afterschool program. Using this framework, we analyze video of UE-child interactions and identify three main pedagogical modalities that UEs display during activities: instruction, consultation, and participation modes. These modes are characterized by certain language, physical location, and objectives that establish differences in UE-child roles and division of labor. Based on this analysis, we discuss implications for promoting pedagogical strategies through purposeful curriculum development and university educator preparation. [This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01