Doing Geoscience: Negotiations of Science Identity Among University Students When Learning in the Field
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Doing Geoscience : Negotiations of Science Identity Among University Students When Learning in the Field. / Madsen, Lene Møller; Malm, Rie Hjørnegaard.
Science Identities: Theory, method and research. red. / Henriette Holmegaard; Louise Archer. Springer, 2022. s. 141-161 (Contributions from Science Education Research, Bind 12).Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt
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TY - CHAP
T1 - Doing Geoscience
T2 - Negotiations of Science Identity Among University Students When Learning in the Field
AU - Madsen, Lene Møller
AU - Malm, Rie Hjørnegaard
N1 - Publisher Copyright: © 2022, Springer Nature Switzerland AG.
PY - 2022
Y1 - 2022
N2 - In this Chapter, we explore what is at stake for university students when negotiating a geoscience identity in relation to the process of establishing disciplinary knowledge. We use the concept of science identity to understand how the students are recognised and how they negotiate their competence and belonging in learning situations within the discipline of geology. By utilising ethnographic methods, we study students’ learning processes in different fieldwork settings. The analysis shows how science identity within a discipline takes many forms, both visible and tacit, and for the students it requires identity work in relation to performing in specific ways in order to be recognised as competent within the discipline. The chapter demonstrates how studies of the relations and intersections between the concepts of sense of belonging, disciplinary culture and tacit knowledge in concrete learning situations can help us unfold students’ identity work when establishing their disciplinary knowledge. As such, the chapter adds to the research field of science identity by bringing in the context of the discipline and how it intersects with the students’ negotiations of belonging in the disciplinary culture.
AB - In this Chapter, we explore what is at stake for university students when negotiating a geoscience identity in relation to the process of establishing disciplinary knowledge. We use the concept of science identity to understand how the students are recognised and how they negotiate their competence and belonging in learning situations within the discipline of geology. By utilising ethnographic methods, we study students’ learning processes in different fieldwork settings. The analysis shows how science identity within a discipline takes many forms, both visible and tacit, and for the students it requires identity work in relation to performing in specific ways in order to be recognised as competent within the discipline. The chapter demonstrates how studies of the relations and intersections between the concepts of sense of belonging, disciplinary culture and tacit knowledge in concrete learning situations can help us unfold students’ identity work when establishing their disciplinary knowledge. As such, the chapter adds to the research field of science identity by bringing in the context of the discipline and how it intersects with the students’ negotiations of belonging in the disciplinary culture.
KW - Fieldwork
KW - Geology
KW - Geoscience
KW - Science identity
KW - Tacit knowledge
U2 - 10.1007/978-3-031-17642-5_7
DO - 10.1007/978-3-031-17642-5_7
M3 - Book chapter
AN - SCOPUS:85152389753
SN - 978-3-031-17641-8
T3 - Contributions from Science Education Research
SP - 141
EP - 161
BT - Science Identities
A2 - Holmegaard, Henriette
A2 - Archer, Louise
PB - Springer
ER -
ID: 334261006