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 |
| 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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