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strategies:friends_and_family_assignments:start 2012/08/17 10:14 strategies:friends_and_family_assignments:start 2015/01/12 15:57 current
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[[strategies:start|Instructional Strategies]]\\ [[strategies:start|Instructional Strategies]]\\
 +**Paper**
 +
 +  * {{:papersandpresentations:crowldevittjansenvanzeewinogradjste2013.pdf|Encouraging Prospective Teachers to Engage Friends and Family in Exploring Physical Phenomena}}\\ Crowl, M., Devitt, A., Jansen, H., van Zee, E.H., & Winograd, K. (2013). Encouraging prospective teachers to engage friends and family in exploring physical phenomena.  //Journal of Science Teacher Education, 24//(1), 93-110. DOI 10.1007/s10972-012-9310-3.\\
Friends and family assignments were first implemented by a graduate teaching assistant, Michele Crowl,  to promote informal science teaching and learning experiences. These assignments require students to take what they have begun to learn in Physics 111 and teach others about physical phenomena. Sometimes the students are asked to teach their peers or parents, but they are always encouraged to teach children of the age they would like to teach in the future if they are able to do so. Depending on the type of assignment, students may be asked to interview their friends and family members, conduct experiments or activities with them, and/or explain science concepts to them in easy to understand language. By breaking down science concepts and activities, and by sharing them with friends and family, the students in Physics 111 get the opportunity to solidify knowledge and gain new insights about science and teaching. In this way, friends and family assignments become more than just teaching others; they become a process of self-discovery and learning! Students not only gain knowledge about science, but they also gain confidence in their teaching skills and abilities. Friends and family assignments were first implemented by a graduate teaching assistant, Michele Crowl,  to promote informal science teaching and learning experiences. These assignments require students to take what they have begun to learn in Physics 111 and teach others about physical phenomena. Sometimes the students are asked to teach their peers or parents, but they are always encouraged to teach children of the age they would like to teach in the future if they are able to do so. Depending on the type of assignment, students may be asked to interview their friends and family members, conduct experiments or activities with them, and/or explain science concepts to them in easy to understand language. By breaking down science concepts and activities, and by sharing them with friends and family, the students in Physics 111 get the opportunity to solidify knowledge and gain new insights about science and teaching. In this way, friends and family assignments become more than just teaching others; they become a process of self-discovery and learning! Students not only gain knowledge about science, but they also gain confidence in their teaching skills and abilities.

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