Identity in science learning: exploring the attention given to agency and structure in studies of identity
Identity in science learning: exploring the attention given to agency and structure in studies of identity
复制标题
科学学习中的身份：探索身份研究中对代理和结构的关注
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Marie‐Claire Shanahan
中科院分区：
文献类型：
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作者：
Marie‐Claire Shanahan
本文探讨了在科学教育中对身份概念进行概念化和研究的方式。人格和社会结构的观点用于研究研究人员对三个级别的身份分析的关注：人格，互动和社会结构。追踪科学认同研究和由此产生的文献的发展表明，大多数作者将注意力集中在与个人代理有关的身份方面，以排除社会结构问题。本文认为，这种关注与实践社区作为身份研究的主要理论框架有关，并认为研究人员需要考虑更广泛的框架，以鼓励在所有三个级别的分析层面上整合思想。扩大的方法论方法（包括混合方法）也被提倡是增加对社会结构水平的考虑的一种方式。
This paper explores the ways in which the concept of identity has been conceptualised and studied within science education. The Personality and Social Structure Perspective is used to examine the attention paid by researchers to three levels of identity analysis: personality, interaction and social structure. Tracing the development of science identity studies and the resulting body of literature reveals that most authors have focused their attention on aspects of identity related to individual agency to the exclusion of issues of social structure. This paper argues that this attention is related to the position of communities of practice as the dominant theoretical framework for identity studies and argues that researchers need to consider broader frameworks that encourage the integration of ideas at all three levels of analysis. Broadened methodological approaches, including mixed methods, are also advocated as a way to increase consideration of the level of social structure.