Tacit Knowledge and Girls' Notions about a Field Science Community of Practice

Autor/inn/en	Carsten Conner, Laura D.; Perin, Suzanne M.; Pettit, Erin
Titel	Tacit Knowledge and Girls' Notions about a Field Science Community of Practice
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 8 (2018) 2, S.164-177 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perin, Suzanne M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2017.1421798
Schlagwörter	Females; Science Education; Apprenticeships; Field Experience Programs; Qualitative Research; Science Interests; Student Development; Scientists; Student Characteristics; Teamwork; Leadership Qualities; Persistence; Program Effectiveness; Communities of Practice; Outdoor Education; Natural Resources; Skill Development; Science Experiments; Student Attitudes; Semi Structured Interviews; Content Analysis; Washington; Alaska + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Naturwissenschaftliche Bildung; Apprenticeship; Lehre; Praxisnahes Lernen; Qualitative Forschung; Scientist; Wissenschaftler; Führungseigenschaft; Ausdauer; Community; Freiluftunterricht; Natural Ressource; Natürliche Ressource; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Inhaltsanalyse
Abstract	The issue of girls' lack of connection to science has received much attention. Situated approaches such as research apprenticeships offer the chance to engage learners fully in science communities of practice and thus connect girls to science. However, such programs are often designed with lab settings, rather than field settings, in mind. This paper investigates a research apprenticeship program (Girls on Ice) that immerses girls in field science. In particular, the program makes explicit tacit elements needed for success in field science, such as a sense of adventure and physical and mental toughness. Using a qualitative approach, we explored how and in what ways girls connected to a field science community of practice. Emergent themes from the analysis illustrate that girls learned both explicit and tacit practices and ways of being that are associated with being a field scientist, such as team-oriented leadership and physical and mental perseverance. The results suggest that providing girls exposure to and practice with the tacit skills needed in science might constitute a new way to increase its perceived relevance and to counter gendered expectations of women in science. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01