Is Science Me? High School Students' Identities, Participation and Aspirations in Science, Engineering, and Medicine
Is Science Me? High School Students' Identities, Participation and Aspirations in Science, Engineering, and Medicine
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DOI：
10.1002/tea.20353
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发表时间：
2010-05-01
影响因子：
4.6
通讯作者：
Roth, Ellen J.
中科院分区：
文献类型：
--
作者：
Aschbacher, Pamela R.;Li, Erika;Roth, Ellen J.
这项研究遵循了33名高中生的种族和经济多样化样本，以探讨为什么一些曾经对科学，工程或医学（SEM）专业或职业非常感兴趣的人决定在高中离开管道，而其他人则坚持下去。通过纵向访谈和调查，学生们分享了他们发展科学身份的叙述。SEM的参与和愿望。在分析中，出现了三个群体（高成就的Persisters，低成就的persisters，和失去的潜力），每个人都经历了不同的互动和经验，在科学实践社区内外的学校和大家庭内。这些不同的小气候框定了学生对SEM研究的看法。能力，职业选择和预期的成功，从而塑造他们的科学身份和随之而来的SEM轨迹。学校的科学往往是困难和令人沮丧的：在学校或家里很少有科学倡导者;和真实的科学专业人士一起工作的有意义的机会很少，即使在有科学或卫生学院的学校也是如此。学生们对科学和非科学追求表达了积极的态度，他们在这些追求中取得了成功并得到了生活中重要人物的支持。研究结果强调了实践社区在职业和身份发展中的关键作用，并建议需要采取干预措施，帮助社交者更好地了解科学素养本身的价值和目的，以鼓励学生欣赏科学，了解科学中可能的职业选择，享受学习和做科学。(C)2009 Wiley Periodicals，Inc. J Res Sci Teach 47：564-582，2010
This study follows an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted. Through longitudinal interviews and surveys, students shared narratives about their developing science identities. SEM participation and aspirations. In analysis, three groups emerged (High Achieving Persisters, Low Achieving Persisters, and Lost Potentials), each experiencing different interactions and experiences within science communities of practice in and outside of school and within the extended family. These different microclimates framed students' perceptions of their SEM study. abilities, career options, and expected success, thereby shaping their science identities and consequent SEM trajectories. School science was often hard and discouraging: there were very few science advocates at school or home; and meaningful opportunities to work with real science professionals were scarce, even in schools with science or health academies. Students expressed positive attitudes toward science and non-science pursuits where they experienced success and received support from important people in their lives. Results underscore the key role communities of practice play in career and identity development and suggest a need for interventions to help socializers better understand the value and purpose of science literacy themselves so as to encourage students to appreciate science, be aware of possible career options in science and enjoy learning and doing science. (C) 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 564-582, 2010