What factors influence pedagogical methods in informal learning spaces?

Abstract

Public engagement is an important component of the operation of many p hysics organizations, such as physics departments. However, unlike in formal education settings, relatively little r es arch has been done on pedagogical approaches in informal physics education; commensurately little res earch has been done on the methods and means of training the facilitators who engage in that pedagogy. Following up on a previous study that characterized modes of pedagogy in informal physics educators, we presen t here preliminary results from a detailed study on the ways in which volunteers in a physics outreach program at the Univ rsity of Colorado understand and operationalize these pedagogical modes, and the ways in which our v olunteer training methods promote or inhibit volunteers’ efficient uptake and utilization of these teaching tools. We find that volunteers’ conceptions of these pedagogical modes tends not to persist robustly from their pre paration at the start of program participation, and that other factors, such as practiced pedagogical behaviors gleaned from formal learning environments, may play a large role in UEs’ enacted pedagogies in PISEC. From these fin dings, we begin to form the basis for changes to the ways in which we support and prepare our volunteers, w ith implications for informal programs at large.