An investigation of the role of learning conversations in youth’s authoring of science identities during an informal science camp
An investigation of the role of learning conversations in youth’s authoring of science identities during an informal science camp
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非正式科学营期间学习对话在青少年科学身份创作中的作用的调查
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
J. McGinnis
中科院分区：
文献类型：
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作者：
Kelly Riedinger;J. McGinnis
在这项调查中，我们研究了青少年在非正式科学教育营的学习对话中如何谈判和撰写科学学习者的身份。本研究以认同理论为分析视角，运用定性方法研究青年认同的社会建构本质。我们关注的是，在科学营的学习对话中，学习者参与科学活动时，他们的身份是如何改变的。数据收集包括录像观察、实地记录、访谈和日志条目。采用相互作用分析和恒定比较的方法研制分析透镜。我们的研究结果强调了非正式科学教育环境对支持青年在科学领域的认同工作的独特作用。特别是，我们描述了青年如何通过定位、话语和表现来协商和塑造科学学习者的身份。我们的研究从经验数据中得出了重要的见解，这些数据是关于青少年在非正式的科学教育经历（科学夏令营）中如何在学习对话中社会地协商他们的身份。
ABSTRACT In this investigation, we examined how youth during learning conversations at an informal science education camp negotiated and authored identities as learners of science. Using identity theory as our analytical lens, we investigated by application of qualitative methodology the socially constructed nature of youth’s identities. We focused on the ways in which learning conversations at the science camp prompted changes in learners’ identity as they engaged in science. Data collection included videotaped observations, field notes, interviews, and journal entries. Interaction analysis and constant comparison were used to develop analytic lenses. The results of our study highlighted the unique affordances of informal science education settings for supporting youth’s identity work in science. In particular, we describe how youth negotiated and authored identities as learners of science through positioning, discourse, and performance. Our study contributed essential insights drawn from empirical data on how youth in an informal science education experience—a science camp—socially negotiated their identities during learning conversations.