Claudia Fracchiolla

About Me (Bio)
Dr. Fracchiolla is a Venezuelan native and the American Physical Society Head of Public Engagement. She has over ten years of experience in physics education research focused on informal learning spaces for fostering discipline-based identity. She has a background in astro-particle physics, with MSc from Pontificia Universidade Catolica Rio de Janeiro and Colorado State University. Later in her PhD she switched to physics education research, finishing in Kansas State University. She won a Marie Curie fellowship from the European Commission to conduct a 2-year research project on understanding how participation in informal physics programs impacts development of physics identity for those who facilitate them. Her view of public engagement is promoting access to physics and expanding what it means to be a physicist and what practices physicists engage in.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  1. “Informal Learning in Physics”. Bennett, M. B., Fracchiola, C., Harlow, D. B., & Rosa, K. (2023). In The International Handbook of Physics Education Research: Teaching Physics (pp. 12-1). Melville, New York: AIP Publishing LLC.

  2. “ Informal physics programs as communities of practice: How can programs support university students’ identities?” Prefontaine, B., Mullen, C., Güven, J. J., Rispler, C., Rethman, C., Bergin, S. D., Hinko, K. & Fracchiolla, C. (2021). Physical Review Physics Education Research, 17(2), 020134.

  3. “Community of practice approach for understanding identity development within informal physics programs.” Fracchiolla, C., Prefontaine, B., and Hinko, K. (2020). Physical Review Physics Education Research, 16(2), 020115.

  4. “Is participation in Public Engagement an integral part of shaping physics students? identity ?” Fracchiolla, C., Prefontaine, B., Vasquez, M., & Hinko, K. (2020). In Research and Innovation in Physics Education: Two Sides of the Same Coin, pp - 225-238. Springer, Cham, 2020

  5. “Deconstructing Black physics identity: Linking individual and social constructs using the critical physics identity framework.” Hyater-Adams, S., Fracchiolla, C., Williams, T., Finkelstein, N., and Hinko, K. (2019). Physical Review Physics Education Research, 15(2), 020115.

  6. “Critical look at physics identity: An operationalized framework for examining race and physics identity” Simone Hyater-Adams, C. Fracchiolla, Noah Finkelstein, and Kathleen Hinko. Phys. Rev. Phys. Educ. Res. 2018

  7. “ iPad Screencasts as Evidence of Accountable Disciplinary Knowledge”. Sayre, Eleanor, Fracchiolla, Claudia, Van Dusen, Ben. Phys. Rev. PER (2016), arXiv:1605.08105. Manuscript under review.

  8. “Investigating a redesigned physics course for future elementary teachers”. C. Fracchiolla. (2016) PhD Thesis

American Physical Society (APS)

The project addresses the historic marginalization of women and minoritized racial/ethnic (MRE) groups in physics. The aim of the project is to co-design, test, and disseminate professional learning for high school physics teachers, specifically targeting the implementation of inclusive and equitable practices that support physics identity development and persistence of women and MRE groups.