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Showing 1 to 15 of 130 results Save | Export
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Kloser, Matthew; Wilsey, Matthew; Hopkins, Dawn W.; Dallavis, Julie W.; Lavin, Erin; Comuniello, Michael – Cultural Studies of Science Education, 2018
In the last decade, STEM-focused schools have opened their doors nationally in the hope of meeting students' contemporary educational needs. Despite the growth of these STEM-focused institutions, minimal research exists that follows how schools make a transition toward a STEM focus and what organizational structures are most conducive to a…
Descriptors: STEM Education, Catholic Schools, Institutional Mission, Case Studies
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Irving, Paul W.; Sayre, Eleanor C. – Cultural Studies of Science Education, 2016
We use the theories of identity statuses and communities of practice to describe three different case studies of students finding their paths through undergraduate physics and developing a physics subject-specific identity. Each case study demonstrates a unique path that reinforces the link between the theories of communities of practice and…
Descriptors: Communities of Practice, Identification (Psychology), Undergraduate Students, College Science
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Avraamidou, Lucy – Cultural Studies of Science Education, 2019
The aim of this multiple case study was to uncover a series of critical events and experiences related to the formation of the science identities of four beginning elementary female teachers, through a life-history approach and a conceptualization of teacher identity as "lived experience." Grounded within the theoretical framework of…
Descriptors: Elementary School Students, Science Teachers, Beginning Teachers, Professional Identity
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Glass, Rory – Cultural Studies of Science Education, 2019
This commentary explores some of the salient aspects of Lucy Avraamidou's study, specifically those of identity and the origins of those characteristics. I begin by considering the literature on identity and highlight some theoretical considerations, with an understanding that identity is fluid and an aspect of oneself in the making. Of particular…
Descriptors: Science Teachers, Elementary School Teachers, Beginning Teachers, Professional Identity
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Gross, Michal; Hochberg, Nurit – Cultural Studies of Science Education, 2016
How do pre-service teachers perceive place identity, and is there a connection between their formative place identity and the development of their professional teaching identity? These questions are probed among pre-service teachers who participated in a course titled "Integrating Nature into Preschool." The design of the course was…
Descriptors: Preservice Teachers, Professional Identity, Identification (Psychology), Preschool Education
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Chapman, Angela; Feldman, Allan – Cultural Studies of Science Education, 2017
This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students' perceptions of the intervention as an authentic science experience, how the experience influenced their science identity, as…
Descriptors: Urban Schools, Classroom Techniques, Secondary School Science, High School Students
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Mark, Sheron L. – Cultural Studies of Science Education, 2018
Black males, as one non-dominant population, remain underrepresented and less successful in science, technology, engineering, and mathematics (STEM). Researchers focused on non-dominant populations are advised against generalizations and to examine cultural intersections (i.e. race, ethnicity, gender, and more) and also to explore cases of…
Descriptors: STEM Education, Social Justice, Males, Disproportionate Representation
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Strong, LaToya – Cultural Studies of Science Education, 2016
Ivã Gurgel, Mauricio Pietrocola, and Graciella Watanabe expand upon the existing literature, which links identity and science engagement. Specifically, the authors focus on ways in which the cultural identities of students relate to their engagement in physics. In doing so, Gurgel, Pietrocola, and Watanabe further build upon the idea that one's…
Descriptors: Self Concept, Cultural Background, Science Education, Learner Engagement
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Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa – Cultural Studies of Science Education, 2016
An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often…
Descriptors: Science Teachers, Faculty Development, Teacher Competencies, Professional Identity
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Guerra, Andreia; Rezende, Flavia – Cultural Studies of Science Education, 2017
Angela Chapman and Allan Feldman (2016) conducted a study that aimed to exam how a group of diverse urban high school students were affected by the participation in a contextually based authentic science experience. The analysis of all data led the authors to conclude that the experience of authentic science positively influenced the science…
Descriptors: Social Influences, Cultural Influences, Urban Schools, High School Students
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Rosa, Katemari – Cultural Studies of Science Education, 2018
This forum paper dialogues with Sheron Mark's "A bit of both science and economics: a non-traditional STEM identity narrative. In her paper, she discusses the development of a Science, Technology, Engineering, and Mathematics (STEM) identity by a young African American male during an informal STEM for Social Justice Program. Here, the…
Descriptors: Self Concept, STEM Education, African American Students, Males
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Ritchie, Stephen M. – Cultural Studies of Science Education, 2009
Research on teacher identities is both important and increasing. In this forum contribution I re-interpret assertions about an African American science teacher's identities in terms of Jonathon Turner's ("2002") constructs of role identity and sub-identity. I contest the notion of renegotiation of identities, suggesting that particular role…
Descriptors: Science Teachers, African American Teachers, Science Education, Science Instruction
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Corbett, Katelin – Cultural Studies of Science Education, 2016
Student engagement in science, as defined by Iva Gurgel, Mauricio Pietrocola, and Graciella Watanabe, is of great importance because a student's perceived compatibility with science learning is highly influenced by personal identities, or how students see themselves in relations to the world. This can greatly impact their learning experiences. In…
Descriptors: Physics, Science Education, Sex, Learner Engagement
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Rahmawati, Yuli; Taylor, Peter Charles – Cultural Studies of Science Education, 2018
"The fish becomes aware of the water in which it swims" is a metaphor that represents Yuli's revelatory journey about the hidden power of culture in her personal identity and professional teaching practice. While engaging in a critical auto/ethnographic inquiry into her lived experience as a science teacher in Indonesian and Australian…
Descriptors: Cultural Influences, Professional Identity, Autobiographies, Ethnography
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Chaffee, Rachel; Gupta, Preeti – Cultural Studies of Science Education, 2018
This review explores Jackson and Seiler's "I am smart enough to study postsecondary science: A critical discourse analysis of latecomers' identity construction in an online forum" by considering the analytic framework for figured worlds guiding this study. We consider the specific affordances of cultural production theory for examining…
Descriptors: Science Instruction, Informal Education, Museums, Cultural Influences
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