Formation of Disciplinary Science Identities in Upper Secondary School
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- Formation of Disciplinary Science Identities in Upper Secondary School
Accepted author manuscript, 465 KB, Word document
The use of science identity has been applied to a variety of investigations studying the inequity of many aspects of STEM education. This paper explores the possible limits and possibilities of expansion of science identity when the investigated subjects have different STEM subjects to develop identity in. Discussion about how figured worlds, Biglan's dimensions, and the ideal student concept could enrich the theoretical backdrop when seeking to understand how such identities are developed. Preliminary results from a longitudinal study, encompassing focus group sessions and classroom observations across the upper secondary school subjects Mathematics, Chemistry, Physics, and Technology are given. Preliminary data reveals students' distinct rankings and perceptions of each subject, reflecting variations in subject characteristics and expectations. The paper underscores the importance of recognizing diverse disciplinary identities to inform equitable STEM education strategies and calls for continued discussions and advancements in this realm.
Original language | English |
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Publication date | 20 Mar 2024 |
Number of pages | 5 |
Publication status | Published - 20 Mar 2024 |
Event | National Association for Research in Science Teaching (NARST) Conference: Science Education for the Rest of Us - Denver, United States Duration: 17 Mar 2024 → 20 Mar 2024 https://narst.org/conferences/2024-annual-conference |
Conference
Conference | National Association for Research in Science Teaching (NARST) Conference |
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Country | United States |
City | Denver |
Period | 17/03/2024 → 20/03/2024 |
Internet address |
ID: 385859588