From Peripheral to Central, the Story of Melanie's Metamorphosis in an Urban Middle School Science Class

Autor/inn/en	Tan, Edna; Barton, Angela Calabrese
Titel	From Peripheral to Central, the Story of Melanie's Metamorphosis in an Urban Middle School Science Class
Quelle	In: Science Education, 92 (2008) 4, S.567-590 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20253
Schlagwörter	Grade 6; Longitudinal Studies; Urban Schools; Poverty; Females; Case Studies; Ethnography; Comparative Analysis; Elementary Secondary Education; Science Teachers; Science Instruction; Student Participation; Group Dynamics; Self Efficacy; Identification; Teacher Student Relationship; Hispanic Americans; Educational Environment; United States + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Weibliches Geschlecht; Case study; Fallstudie; Case Study; Ethnografie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gruppendynamik; Self-efficacy; Selbstwirksamkeit; Identifikation; Identifizierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Hispanic; Hispanoamerikaner; Lernumgebung; Pädagogische Umwelt; Schulumwelt; USA
Abstract	Identity formation is a critical dimension of how and why students engage in science to varying degrees. In this paper, we use the lens of identity formation, and in particular identities in practice, to make sense of how and why Melanie, over the course of sixth grade, transformed from a marginalized member of the science class with a failing grade to a highly valued member of the sixth-grade science community with a perfect score of a 100% for the sixth-grade exit project. Our findings reveal that the different figured worlds of the science classroom, such as whole class, small group work, and individual work, offered Melanie different affordances for identity formation that were built upon across such spaces, in both productive and unproductive ways. Our findings also take up the kinds of critical roles that members of her classroom community, in particular teacher and peers, play in supporting and constraining such a transformation. We discuss the implications identity formation has for understanding issues of gender equity and science learning. (Contains 1 table and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10