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iPER SIGNED

University students' negotiation of physics identity in informal physics programs

Total Cost €

EC-Contrib. €

Partnership

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iPER project word cloud

Explore the words cloud of the iPER project. It provides you a very rough idea of what is the project "iPER" about.

programs post continue frameworks communities formal central interviews surveys students integral building blended university identity academia reshaped self counter theory negotiate primary physics children experiences school messaging community teaching extract framework analyze interactions negotiation volunteered hypothesize practices advisors engaging participate memberships informal outreach

Project "iPER" data sheet

The following table provides information about the project.

Coordinator	UNIVERSITY COLLEGE DUBLIN, NATIONAL UNIVERSITY OF IRELAND, DUBLIN Organization address address: BELFIELD city: DUBLIN postcode: 4 website: www.ucd.ie contact info title: n.a. name: n.a. surname: n.a. function: n.a. email: n.a. telephone: n.a. fax: n.a.
Coordinator Country	Ireland [IE]
Total cost	187˙866 €
EC max contribution	187˙866 € (100%)
Programme	1. H2020-EU.1.3.2. (Nurturing excellence by means of cross-border and cross-sector mobility)
Code Call	H2020-MSCA-IF-2017
Funding Scheme	MSCA-IF-EF-ST
Starting year	2018
Duration (year-month-day)	from 2018-06-11 to 2020-06-10

Partnership

Take a look of project's partnership.

#	participants	country	role	EC contrib. [€]
1	UNIVERSITY COLLEGE DUBLIN, NATIONAL UNIVERSITY OF IRELAND, DUBLIN UNIVERSITY COLLEGE DUBLIN, NATIONAL UNIVERSITY OF IRELAND, DUBLIN Organization address address: BELFIELD city: DUBLIN postcode: 4 website: www.ucd.ie contact info title: n.a. name: n.a. surname: n.a. function: n.a. email: n.a. telephone: n.a. fax: n.a.	IE (DUBLIN)	coordinator	187˙866.00

Map

Project objective

University students continue to develop their physics identity by engaging in practices that are central to the physics community. However, many students also participate in other relevant practices, such as teaching and outreach. For some, teaching and outreach may be integral to their experience doing physics and building identity, although that may be counter to messaging from advisors or academia about their value. In this work, we investigate university students negotiation of physics identity after they have volunteered in informal physics programs for primary school children. We hypothesize that university students’ physics identity is foster or reshaped by the interactions and experiences they have in the program. We analyze university students interviews and responses to pre and post surveys using a blended framework of Self-Determination Theory and Community of Practice frameworks. From this analysis, we extract the experiences that affect their physics identity as they negotiate their memberships in the informal and formal physics communities of practice.

Publications

List of publications.
year	authors and title	journal	last update
2019	Brean Prefontaine, Claudia Fracchiolla, Manuel Vasquez, Kathleen A. Hinko Intense Outreach: Experiences Shifting University Studentsâ€™ Identities published pages: , ISSN: , DOI: 10.1119/perc.2018.pr.prefontaine	2018 Physics Education Research Conference Proceedings	2019-05-27

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The information about "IPER" are provided by the European Opendata Portal: CORDIS opendata.