Science literacy and academic identity formulation
Science literacy and academic identity formulation
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科学素养和学术认同的形成
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
G. J. Kelly
中科院分区：
文献类型：
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作者：
John M. Reveles;R. Córdova;G. J. Kelly
本文的目的是报告一项人种学研究的结果，该研究重点关注三年级课堂内科学素养和学术身份形成的共同发展。我们的理论框架源自社会文化理论和科学素养研究。通过对课堂话语的分析，我们发现了学生在一系列科学调查中学习特定科学知识和实践的机会。这项研究的结果表明，在课堂上进行的科学对话和活动的集体实践使学生能够通过多种文本形式参与公共科学知识的构建。通过研究学生为科学理解的构建做出贡献的方式，然后通过检查他们在事件中和事件之间的表现，我们提供了学生学术身份和科学素养共同发展的证据。学生在调查过程中对科学的交流和参与使他们能够通过识别和参与科学活动来了解学科的结构。学术身份与科学素养发展的交叉点为考虑为所有学生实现科学素养的具体方法提供了基础。 © 2004 Wiley periodicals, Inc. J Res Sci Teach 41: 1111–1144, 2004
The purpose of this article is to report findings from an ethnographic study that focused on the co-development of science literacy and academic identity formulation within a third-grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co-development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1111–1144, 2004