Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service

Skerrett, Allison; Sevian, Hannah

doi:10.1007/s11422-009-9235-0

Cited by 8 publications

(4 citation statements)

References 21 publications

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“…Goals of informal physics programs are to increase the number of students from underrepresented groups majoring in science, technology, engineering, and mathematics (STEM) fields and to improve the scientific literacy of the general population [8,10]. The motivating factors for university students and scientists to facilitate these programs have been studied [11,12] and include the following: serving the local community, fulfilling grant requirements, recruiting students to the physics department, and gaining teaching experience. Little research has been done, however, on whether and how these experiences impact teaching mastery.…”

Section: A Informal Environments For Teaching and Learning Physicsmentioning

confidence: 99%

Characterizing pedagogical practices of university physics students in informal learning environments

Hinko

Madigan

Miller

et al. 2016

Phys. Rev. Phys. Educ. Res.

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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.

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Section: A Informal Environments For Teaching and Learning Physicsmentioning

confidence: 99%

Characterizing pedagogical practices of university physics students in informal learning environments

Hinko

Madigan

Miller

et al. 2016

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

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“…This is quite clear for subjects such as literature, history, and art. But even disciplines that supposedly deal exclusively with "hard facts" and "rules" can show the effects of different goal orientations on how educators engage aspects of identity (Skerrett & Sevian, 2009). Take, for example, mathematics instruction.…”

Section: Overarching Educational Goal Served: Socialization Enculturmentioning

confidence: 99%

Identity Education: A Conceptual Framework for Educational Researchers and Practitioners

Schachter

Rich

2011

Educational Psychologist

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“…Two recent studies illuminate some of the needs and rewards associated with the engagement of STEM faculty in such outreach efforts. Different faculty are motivated by different combinations of reasons for engaging in this work, among them meeting their own research objectives, being active in the schools their children attend, promoting environmental awareness and stewardship, expanding their pedagogical knowledge and repertoire, and promoting equity in educational opportunity (9). Higher education institutions can typically promote faculty engagement and create structures that reward such engagement by adapting structures that exist within their institutions (10).…”

Section: The Benefits To Chemistsmentioning

confidence: 99%

An Urgent Call for Academic Chemists To Engage in Precollege Science Education

Cacciatore

Sevian

2011

J. Chem. Educ.

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The International Year of Chemistry (IYC) provides a tremendous opportunity for academic chemists to engage in achieving several of the stated objectives of the IYC through involvement in K−12 (precollege) science education. Relevant IYC objectives include increasing the public appreciation and understanding of chemistry in meeting world needs, encouraging the interest of young people in chemistry, and generating enthusiasm for the creative future of chemistry. Academic chemists are uniquely positioned to support these efforts given their extensive personal knowledge of chemistry and their understanding of the skills and knowledge students need to be successful in scientific research and coursework at the college level. These efforts promise to benefit academic chemists in several ways, including reinforcing their own excitement about science as they deliberately engage in inspiring K−12 students to enjoy science more; improving K−12 students’ readiness for college coursework; and enhanced public understanding of the purpose, goals, and benefits of scientific research and the need for public funding of this research. Academic chemists can engage with K−12 science improvement efforts in myriad ways, including outreach and internship programs for high school students, developing and implementing programs that help secondary science teachers increase their content knowledge and research skills, and participating in policy initiatives around science education reform, among others.

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Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service

Cited by 8 publications

References 21 publications

Characterizing pedagogical practices of university physics students in informal learning environments

Characterizing pedagogical practices of university physics students in informal learning environments

Identity Education: A Conceptual Framework for Educational Researchers and Practitioners

An Urgent Call for Academic Chemists To Engage in Precollege Science Education

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