TY - JOUR
AU - K. Oliver
AU - V. Borish
AU - B. Wilcox
AU - H. Lewandowski
AB - <jats:p>Photovoice is a type of participatory action research in which individuals document their experiences through photography. Through the taking, captioning, and reflecting on photographs that they have taken, participants are able to affect change within their communities. Participants also take part in an interview or focus group about their photos at the end of the photovoice process in which they determine themes that appear in their photos, allowing them to participate in the research being done. We used the photovoice methodology in a small, project-based, upper-division, physics capstone course at the University of Colorado Boulder, in which students worked on an authentic industry project in partnership with a company in the quantum industry. As an example of the types of research results and benefits one could obtain using photovoice, we present a discussion of how we implemented the photovoice process within this course and present some of our results, including students’ experiences with the photovoice process. Photovoice may be particularly useful in understanding new, unique courses, as it allows students to co-create research that highlights ideas about the course that researchers would not know to ask about in more traditional research methodologies such as reflection questions.</jats:p>
<p>&nbsp;</p>

<p><jats:sec> <jats:title> <jats:supplementary-material> <jats:permissions> <jats:copyright-statement>Published by the American Physical Society</jats:copyright-statement> <jats:copyright-year>2024</jats:copyright-year> </jats:permissions> </jats:supplementary-material> </jats:title></jats:sec></p>

<p>&nbsp;</p>

BT - Physical Review Physics Education Research
DO - 10.1103/physrevphyseducres.20.010142
IS - 1
N2 - <jats:p>Photovoice is a type of participatory action research in which individuals document their experiences through photography. Through the taking, captioning, and reflecting on photographs that they have taken, participants are able to affect change within their communities. Participants also take part in an interview or focus group about their photos at the end of the photovoice process in which they determine themes that appear in their photos, allowing them to participate in the research being done. We used the photovoice methodology in a small, project-based, upper-division, physics capstone course at the University of Colorado Boulder, in which students worked on an authentic industry project in partnership with a company in the quantum industry. As an example of the types of research results and benefits one could obtain using photovoice, we present a discussion of how we implemented the photovoice process within this course and present some of our results, including students’ experiences with the photovoice process. Photovoice may be particularly useful in understanding new, unique courses, as it allows students to co-create research that highlights ideas about the course that researchers would not know to ask about in more traditional research methodologies such as reflection questions.</jats:p>
<p>&nbsp;</p>

<p><jats:sec> <jats:title> <jats:supplementary-material> <jats:permissions> <jats:copyright-statement>Published by the American Physical Society</jats:copyright-statement> <jats:copyright-year>2024</jats:copyright-year> </jats:permissions> </jats:supplementary-material> </jats:title></jats:sec></p>

<p>&nbsp;</p>

PB - American Physical Society (APS)
PY - 2024
EP - 010142
T2 - Physical Review Physics Education Research
TI - Implementation of the photovoice methodology in a project-based upper-division physics course
UR - https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.20.010142
VL - 20
SN - 2469-9896
ER -