Reflections on informal physics education
Reflections on informal physics education
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对非正式物理教育的思考
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
S. D. Bergin
中科院分区：
文献类型：
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作者：
S. D. Bergin
非正式学习为物理学提供了机会——我希望物理教育研究（PER）社区可以共同定义和参与的机会。这篇评论文章是我对这个话题的个人思考。它反映了我在2019年物理教育研究会议（PERC）上的演讲，并以此为基础。根据我个人在非正式物理教育方面的经验，我的PERC演讲要求在场的人共同考虑与成功的非正式学习有关的价值观、实践和人。与会者的评论以我希望PER社区能够认同和回应的方式呈现和讨论。他们指出，非正式学习为物理学提供了无数的机会——1)让不同群体的人参与物理学研究的机会；Ii)物理学家作为一个群体；Iii)推进领域发展。
Informal learning offers opportunities for physics – opportunities that I hope the physics education research (PER) community can co-define and engage with. This commentary piece is a personal reflection on this topic. It reflects, and builds on, my Physics Education Research Conference (PERC) 2019 presentation. Grounded in my personal experiences with informal physics education, my PERC presentation asked those present to collectively consider the values, practices, and people they associate with successful informal learning. Attendee comments are presented and discussed in ways that I hope the PER community will identify with and respond to. They suggest myriad opportunities that informal learning offers physics – opportunity to i) engage diverse groups of people in doing physics; ii) for physicists as a community; iii) to advance the field.