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ERIC Number: EJ1128195
Record Type: Journal
Publication Date: 2017
Pages: 27
Abstractor: As Provided
ISSN: ISSN-2154-8455
An Investigation of the Role of Learning Conversations in Youth's Authoring of Science Identities during an Informal Science Camp
Riedinger, Kelly; McGinnis, J. Randy
International Journal of Science Education, Part B: Communication and Public Engagement, v7 n1 p76-102 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
Grant or Contract Numbers: N/A