Document Type
Conference Proceeding
Publication Date
1-7-2020
Abstract
The Next Gen Physical Science and Everyday Thinking (PET) curriculum was designed for physical science courses for future elementary teachers. However, this curriculum may also be used in general education conceptual science courses. The materials are aligned with the Next Generation Science Standards and use a guided-inquiry approach. Next Gen PET is currently being implemented at many universities nationwide. We examine the impact of this curriculum on students’ science identities at a subset of these universities. The identity framework consists of three dimensions. Recognition is the extent to which a student believes that parents, peers, and professors view them as a science person. Interest describes their enjoyment of science. Finally, performance/competence represents a student’s belief in their abilities to understand science and complete science related tasks. The shift in science identities was measured with items adapted from a previously developed physics identity instrument. We found positive shifts in the science identities of students enrolled in face-to-face courses targeted at pre-service teachers using the Next Gen PET curriculum, but a slight negative shift in the science identity of students enrolled in an online course targeted at non-science majors which did not use the Next Gen PET curriculum.
Recommended Citation
Lock, R. M., Van Dusen, B., Maier, S., & Zeng, L. (2020). Impact of the Next GEN PET Curriculum on science identity. 2019 Physics Education Research Conference Proceedings, 324–329. https://doi.org/10.1119/perc.2019.pr.Lock
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Publication Title
2019 Physics Education Research Conference Proceedings
DOI
10.1119/perc.2019.pr.Lock
Comments
Copyright American Association of Physics Teachers