NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ877894
Record Type: Journal
Publication Date: 2010-May
Pages: 21
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0157-244X
From a Sense of Stereotypically Foreign to Belonging in a Science Community: Ways of Experiential Descriptions about High School Students' Science Internship
Hsu, Pei-Ling; Roth, Wolff-Michael
Research in Science Education, v40 n3 p291-311 May 2010
Science educators often suggest that students should learn science in ways and settings that bear family resemblance with "the real thing." Internship in science laboratories constitutes one such way in which students may learn science and learn about science. However, very little is known about "how" participants experience a science internship in an "authentic" science setting (i.e., a science laboratory). Our study was designed to understand the nature of participants' experiences of "authentic science." Participants included 11 high school students, one high school teacher, five laboratory technicians, and two scientists. High school students practiced science alongside technicians (young scientists) in real ongoing projects of a biology laboratory. Data sources include 19 semi-structured and video-recorded interviews held after the 2-month science internship. Drawing on phenomenographic method, we identified five categories of experiential descriptions: (a) authenticity of university science, (b) channeling and connecting different communities, (c) advanced knowledge required in and lengthy procedures mobilized by university science, (d) self-exploration and reflection, and (e) comprehensive science learning. Each category's meaning for participants and implications for science education are illustrated and discussed. This study demonstrates positive evidence of the science internship on helping students learn different dimensions of science and reflect their relationship with science. Suggestions on facilitating the partnership between secondary and postsecondary education are provided.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A