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Challenges and Opportunities for Informal Physics Learning in the COVID Era

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Title: Challenges and Opportunities for Informal Physics Learning in the COVID Era
Language: English
Authors: Bennett, Michael B. (ORCID 0000-0003-1895-231X), Hinko, Kathleen A., Izadi, Dena (ORCID 0000-0003-2534-4267)
Source: Physical Review Physics Education Research. Jul-Dec 2021 17(2).
Availability: 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
Peer Reviewed: Y
Page Count: 6
Publication Date: 2021
Sponsoring Agency: National Science Foundation (NSF), Division of Physics (PHY)
National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: PHY1734006
DRL1713060
Document Type: Journal Articles
Reports - Research
Descriptors: Barriers, Physics, Science Instruction, COVID-19, Pandemics, Informal Education, National Surveys, Administrator Attitudes, Risk, Educational Change, School Community Relationship, Facilitators (Individuals), School Closing, Futures (of Society), Program Descriptions, Videoconferencing, Distance Education, Teaching Methods
DOI: 10.1103/PhysRevPhysEducRes.17.023102
ISSN: 2469-9896
Abstract: The COVID-19 pandemic has greatly impacted every aspect of academic activity, including the informal education and public engagement efforts of physics departments and institutions. As part of a large-scale national survey of the landscape of informal physics education programs, we have conducted a series of short interviews with directors and facilitators for a variety of programs in order to create a snapshot of whether and how programs have been able to adapt to the challenges and risks of the pandemic. Broadly, we find that programs are struggling to maintain any activity at all, and that those programs still in operation have relied largely on the efforts of individual director or facilitators to make substantial adaptations. Additionally, we find that those programs that have been most successful in maintaining activity benefit from strong, ongoing institutional support; we present the findings of this study both to complement existing research on formal spaces and to advocate for the continued support of informal physics education, which continues to play a crucial role in connecting departments to the public.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1313501
Database: ERIC
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  Data: Challenges and Opportunities for Informal Physics Learning in the COVID Era
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  Data: <searchLink fieldCode="AR" term="%22Bennett%2C+Michael+B%2E%22">Bennett, Michael B.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1895-231X">0000-0003-1895-231X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hinko%2C+Kathleen+A%2E%22">Hinko, Kathleen A.</searchLink><br /><searchLink fieldCode="AR" term="%22Izadi%2C+Dena%22">Izadi, Dena</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2534-4267">0000-0003-2534-4267</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Physical+Review+Physics+Education+Research%22"><i>Physical Review Physics Education Research</i></searchLink>. Jul-Dec 2021 17(2).
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  Data: 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
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  Data: Y
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  Data: 6
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  Label: Publication Date
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  Data: 2021
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  Data: National Science Foundation (NSF), Division of Physics (PHY)<br />National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
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  Data: 10.1103/PhysRevPhysEducRes.17.023102
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  Data: 2469-9896
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The COVID-19 pandemic has greatly impacted every aspect of academic activity, including the informal education and public engagement efforts of physics departments and institutions. As part of a large-scale national survey of the landscape of informal physics education programs, we have conducted a series of short interviews with directors and facilitators for a variety of programs in order to create a snapshot of whether and how programs have been able to adapt to the challenges and risks of the pandemic. Broadly, we find that programs are struggling to maintain any activity at all, and that those programs still in operation have relied largely on the efforts of individual director or facilitators to make substantial adaptations. Additionally, we find that those programs that have been most successful in maintaining activity benefit from strong, ongoing institutional support; we present the findings of this study both to complement existing research on formal spaces and to advocate for the continued support of informal physics education, which continues to play a crucial role in connecting departments to the public.
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  Data: 2021
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  Label: Accession Number
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  Data: EJ1313501
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        Value: 10.1103/PhysRevPhysEducRes.17.023102
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      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Informal Education
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      – SubjectFull: Educational Change
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      – SubjectFull: Distance Education
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      – SubjectFull: Teaching Methods
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      – TitleFull: Challenges and Opportunities for Informal Physics Learning in the COVID Era
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