Informal Learning in Physics

In this chapter, we consider the range of environments and activities designed to engage audiences in physics outside of the physics classroom. These contexts are referred to in a variety of ways such as informal physics education, physics communication, public engagement with physics, physics outreach, and out-of-school physics. While these words each refer to different specific collections of environments and learning opportunities, what links these environments is a focus on broadening access and participation in physics, developing participants' science identities, and expanding social debates around physics. This chapter starts out by describing the differences between informal (out-of-school) and formal (school-based) learning environments, including the greater agency of the learner, a more diverse audience, goals that focus on affect along with content, a variety of pedagogical practices, and different expectations for the time an educator spends with the learner. The chapter then describes in more detail the range of informal physical environments, how these may differ around the world, and how informal physics learning environments are designed, with a particular focus on justice, equity, diversity, and inclusion. We then describe a brief history of the research in informal physics education research (IPER). Finally, the chapter describes strategies for research and assessment and ends with guidelines for informal physics education research and research-based design and implementation practices. A glossary of terms is presented at the end of the chapter.