Characterizing pedagogical practices of university physics students in informal learning environments

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] University 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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Figure 1

A generalized activity theoretic triangle [48], which we use as the fundamental unit of analysis for UE-child interactions at PISEC. Lines indicate connections between categories.

Figure 2

Instruction mode. Photo (top) shows Michael and his student group working on a microscope activity during a PISEC session. The triangle (bottom) shows the interconnected aspects of the activity system where Michael is the subject.

Figure 3

Consultation mode. Photo (top) shows Jorge and his group working on an activity to make colored light with flashlights and filters. The triangle (bottom) shows the interconnected aspects of the system with Jorge as the subject.

Figure 4

Participation mode. Photo (top) shows Mateo interacting with students in his group during PISEC. They are working on an activity reflecting light off of mirrors. The triangle (bottom) shows the interconnected aspects of the system with Mateo as the subject.

Figure 5

Prevalence of UE modalities in terms of total number of activities observed ($n=33$). Consultation mode is observed most frequently, followed by participation and then instruction modes.

Figure 6

Modal consistency of UEs. Individual UEs are numbered on the $x$ axis ($n=10$). UEs 1–4 were returning volunteers with at least one semester of previous participation. UEs 5–10 were new volunteers. Five of the seven UEs that were recorded for at least three activities are not observed to change modalities, either within an activity or from activity to activity.