Informal physics programs as communities of practice: How can program structures support university students' identities?
Physics Education
2020-12-08 v1
Abstract
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 departments and universities. These informal teaching and learning programs can offer unique opportunities for physics identity development. Understanding how physics identities can be fostered will allow us to work toward a field that is inclusive of more identities. In this study, we build on previous work to investigate student-facilitator experiences in three informal physics programs using an operationalized Communities of Practice framework. Through our analysis, we identify different structures within these programs that support physics identity development.
Keywords
Cite
@article{arxiv.2012.03022,
title = {Informal physics programs as communities of practice: How can program structures support university students' identities?},
author = {Brean Prefontaine and Claire Mullen and Jonna Jasmin Güven and Caleb Rispler and Callie Rethman and Shane D. Bergin and Kathleen Hinko and Claudia Fracchiolla},
journal= {arXiv preprint arXiv:2012.03022},
year = {2020}
}