Understanding Children's Science Identity through Classroom Interactions

Autor/in	Kim, Mijung
Titel	Understanding Children's Science Identity through Classroom Interactions
Quelle	In: International Journal of Science Education, 40 (2018) 1, S.24-45 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Mijung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1395925
Schlagwörter	Interaction; Science Instruction; Foreign Countries; Elementary School Students; Elementary School Science; Stereotypes; Student Attitudes; Scientists; Case Studies; Grade 4; Grade 5; Grade 6; Class Activities; Qualitative Research; Active Learning; Inquiry; Student Experience; Canada + Suchen Sie Ihr Suchwort? Interaktion; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Klischee; Schülerverhalten; Scientist; Wissenschaftler; Case study; Fallstudie; Case Study; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Qualitative Forschung; Aktives Lernen; Studienerfahrung; Kanada
Abstract	Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity. It asks how children conceive of doing science like scientists and how they develop views of science beyond the stereotypes. This study employs positioning theory to examine how children and their teacher position themselves in science learning contexts and develop science identity through classroom interactions. Fifteen students in grades 4-6 science classrooms in Western Canada participated in this study. Classroom activities and interactions were videotaped, transcribed, and analysed to examine how the teacher and students position each other as scientists in the classroom. A descriptive explanatory case analysis showed how the teacher's positioning acted to develop students' science identity with responsibilities of knowledge seeking, perseverance, and excitement about science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01