Cultivation of science identity through authentic science in an urban high school classroom

This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students’ perceptions of the intervention as an authentic science experience, how the ex...

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Bibliographic Details
Published inCultural studies of science education Vol. 12; no. 2; pp. 469 - 491
Main Authors Chapman, Angela, Feldman, Allan
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.06.2017
Springer
Springer Nature B.V
Subjects
Attitude Change
Classroom Techniques
Cultivation
Disadvantaged
Education
Elementary Secondary Education
High School Students
Intervention
Original Paper
Professional Identity
Science Education
Secondary School Science
Secondary school students
Sociology of Education
Student Attitudes
Student Experience
Student Participation
Students
Urban Schools
Marginalization
Authentic science
Science identity
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Summary:This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students’ perceptions of the intervention as an authentic science experience, how the experience influenced their science identity, as well as their perceptions about who can do science. We found that the students believed the experience to be one of authentic science, that their science identity was positively influenced by participation in the experience, and that they demonstrated a shift in perceptions from stereotypical to more diverse views of scientists. Implications for science education are discussed.
ISSN:1871-1502
1871-1510
DOI:10.1007/s11422-015-9723-3