Doing Geoscience: Negotiations of Science Identity Among University Students When Learning in the Field

Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskningfagfællebedømt

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.

OriginalsprogEngelsk
TitelScience Identities : Theory, method and research
RedaktørerHenriette Holmegaard, Louise Archer
ForlagSpringer
Publikationsdato2022
Sider141-161
Kapitel7
ISBN (Trykt)978-3-031-17641-8
ISBN (Elektronisk)978-3-031-17642-5
DOI
StatusUdgivet - 2022
NavnContributions from Science Education Research
Vol/bind12
ISSN2213-3623

Bibliografisk note

Funding Information:
We wish to thank all the students and teachers who without any hesitations shared their practice and allowed us to participate in and study their fieldwork practices. We also wish to thank our colleague within science education Anders Johannson for very valuable and insightful comments and suggestions during the writing process. Finally, we thank two anonymous reviewers for their constructive comments that helped improve the chapter significantly. All usual disclaimers apply.

Publisher Copyright:
© 2022, Springer Nature Switzerland AG.

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