From Peripheral to Central, the Story of Melanie's Metamorphosis in an Urban Middle School Science Class.
From Peripheral to Central, the Story of Melanie's Metamorphosis in an Urban Middle School Science Class.
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从外围到中心，都市中学科学课上梅兰妮的蜕变故事。
DOI：
10.1002/sce.20253
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发表时间：
2008
影响因子：
4.3
通讯作者：
Angela Calabrese Barton
中科院分区：
文献类型：
--
作者：
Edna Tan;Angela Calabrese Barton
身份形成是学生如何以及为什么在不同程度上从事科学的一个关键维度。在本文中，我们使用的透镜的身份形成，特别是身份在实践中，使意义上的梅勒妮，在六年级的过程中，从一个边缘化的成员，科学类与不及格的成绩，转化为高度重视的成员，六年级的科学社区与一个完美的分数为100%的六年级的出口项目。我们的研究结果表明，科学教室的不同形象的世界，如全班，小组工作，和个人工作，提供梅勒妮不同的启示，建立在这样的空间，在生产性和非生产性的方式。我们的研究结果也采取了她的课堂社区的成员，特别是教师和同龄人，在支持和约束这样的转变中发挥的关键作用。我们讨论了身份形成的影响，了解性别平等和科学学习的问题。
Identity formation is a critical dimension of how and why students engage in science to varying degrees. In this paper, we use the lens of identity formation, and in particular identities in practice, to make sense of how and why Melanie, over the course of sixth grade, transformed from a marginalized member of the science class with a failing grade to a highly valued member of the sixth-grade science community with a perfect score of a 100% for the sixth-grade exit project. Our findings reveal that the different figured worlds of the science classroom, such as whole class, small group work, and individual work, offered Melanie different affordances for identity formation that were built upon across such spaces, in both productive and unproductive ways. Our findings also take up the kinds of critical roles that members of her classroom community, in particular teacher and peers, play in supporting and constraining such a transformation. We discuss the implications identity formation has for understanding issues of gender equity and science learning.