Abstract
Involving people outside of a science course can foster learning for students enrolled in the course. Assignments involving friends and family provided such opportunities in an undergraduate physics course for prospective teachers. These assignments included reflecting upon prior experiences, interviewing friends and family members, engaging them in exploring physical phenomena, and teaching them with relevant websites. The six strands of science learning articulated in Learning Science in Informal Environments (National Research Council in Learning science in informal environments: People, places, and pursuits. National Academies Press, Washington, DC, 2009) provided a framework for analyzing the prospective teachers’ responses. Through such assignments, the instructor created opportunities for the prospective teachers to use and build upon knowledge learned in class as well as to gain confidence and experience in facilitating the learning of others.
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Acknowledgments
This project is supported by National Science Foundation grant No. 0633752-DUE, Henri Jansen, PI, Department of Physics, Emily van Zee, co-PI, Department of Science and Mathematics Education, College of Science and Kenneth Winograd, co-PI, Department of Teacher and Counselor Education, College of Education, Oregon State University. The opinions expressed are those of the authors and do not necessarily represent those of the granting agency.
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Crowl, M., Devitt, A., Jansen, H. et al. Encouraging Prospective Teachers to Engage Friends and Family in Exploring Physical Phenomena. J Sci Teacher Educ 24, 93–110 (2013). https://doi.org/10.1007/s10972-012-9310-3
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DOI: https://doi.org/10.1007/s10972-012-9310-3