'You Actually Feel Like You're Actually Doing Some Science': Primary Students' Perspectives of Their Involvement in the "MyScience" Initiative

Autor/inn/en	Forbes, Anne; Skamp, Keith
Titel	'You Actually Feel Like You're Actually Doing Some Science': Primary Students' Perspectives of Their Involvement in the "MyScience" Initiative
Quelle	In: Research in Science Education, 49 (2019) 2, S.465-498 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forbes, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-017-9633-3
Schlagwörter	Science Instruction; Elementary School Students; Elementary School Science; Student Attitudes; Scientists; Mentors; Student Participation; Science Activities; Communities of Practice; Elementary School Teachers; Science Teachers; Scientific Attitudes; Scientific Principles + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Scientist; Wissenschaftler; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Community; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft
Abstract	"MyScience" is a primary science education initiative in which being in a community of practice (CoP) is integral to the learning process. Stakeholder groups--primary teachers, primary students and scientist mentors--interact around the CoP "domain" of investigating scientifically and learn from each other "through participation." This paper is the fifth in a series and reports 27 year 5/6 students' (from three schools) perceptions of how their views were influenced through their involvement in a "MyScience" CoP. Semi-structured interviews, guided by a phenomenographic framework, were the substantive data source. Primary students' perceptions about science, science learning and science teaching were analysed using attributes associated with both "communities of practice" and the "nature of science." Findings reveal that students' perceptions of what it means to be "doing science" were transformed through their participation and students were able to identify some of the contributing factors. Where appropriate, students' views were compared with the published views of their participating scientist mentors and teachers from earlier papers. Implications for science teaching and learning in primary school community of practice settings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01