Formation of Disciplinary Science Identities in Upper Secondary School

Publikation: Konferencebidrag › Paper › Forskning › fagfællebedømt

Standard

Formation of Disciplinary Science Identities in Upper Secondary School. / Niemann, Jonas.

2024. Paper præsenteret ved National Association for Research in Science Teaching (NARST) Conference, Denver, Colorado, USA.

Publikation: Konferencebidrag › Paper › Forskning › fagfællebedømt

Harvard

Niemann, J 2024, 'Formation of Disciplinary Science Identities in Upper Secondary School', Paper fremlagt ved National Association for Research in Science Teaching (NARST) Conference, Denver, USA, 17/03/2024 - 20/03/2024.

APA

Niemann, J. (2024). Formation of Disciplinary Science Identities in Upper Secondary School. Paper præsenteret ved National Association for Research in Science Teaching (NARST) Conference, Denver, Colorado, USA.

Vancouver

Niemann J. Formation of Disciplinary Science Identities in Upper Secondary School. 2024. Paper præsenteret ved National Association for Research in Science Teaching (NARST) Conference, Denver, Colorado, USA.

Author

Niemann, Jonas. / Formation of Disciplinary Science Identities in Upper Secondary School. Paper præsenteret ved National Association for Research in Science Teaching (NARST) Conference, Denver, Colorado, USA.5 s.

Bibtex

@conference{7c1d869bbd89450c9fea481262133f89,
title = "Formation of Disciplinary Science Identities in Upper Secondary School",
abstract = "The use of science identity has been applied to a variety of investigations studying the inequity of many aspects of STEM education. This paper explores the possible limits and possibilities of expansion of science identity when the investigated subjects have different STEM subjects to develop identity in. Discussion about how figured worlds, Biglan's dimensions, and the ideal student concept could enrich the theoretical backdrop when seeking to understand how such identities are developed. Preliminary results from a longitudinal study, encompassing focus group sessions and classroom observations across the upper secondary school subjects Mathematics, Chemistry, Physics, and Technology are given. Preliminary data reveals students' distinct rankings and perceptions of each subject, reflecting variations in subject characteristics and expectations. The paper underscores the importance of recognizing diverse disciplinary identities to inform equitable STEM education strategies and calls for continued discussions and advancements in this realm.",
author = "Jonas Niemann",
year = "2024",
month = mar,
day = "20",
language = "English",
note = "National Association for Research in Science Teaching (NARST) Conference : Science Education for the Rest of Us, NARST 2024 ; Conference date: 17-03-2024 Through 20-03-2024",
url = "https://narst.org/conferences/2024-annual-conference",

}

RIS

TY - CONF

T1 - Formation of Disciplinary Science Identities in Upper Secondary School

AU - Niemann, Jonas

PY - 2024/3/20

Y1 - 2024/3/20

N2 - The use of science identity has been applied to a variety of investigations studying the inequity of many aspects of STEM education. This paper explores the possible limits and possibilities of expansion of science identity when the investigated subjects have different STEM subjects to develop identity in. Discussion about how figured worlds, Biglan's dimensions, and the ideal student concept could enrich the theoretical backdrop when seeking to understand how such identities are developed. Preliminary results from a longitudinal study, encompassing focus group sessions and classroom observations across the upper secondary school subjects Mathematics, Chemistry, Physics, and Technology are given. Preliminary data reveals students' distinct rankings and perceptions of each subject, reflecting variations in subject characteristics and expectations. The paper underscores the importance of recognizing diverse disciplinary identities to inform equitable STEM education strategies and calls for continued discussions and advancements in this realm.

AB - The use of science identity has been applied to a variety of investigations studying the inequity of many aspects of STEM education. This paper explores the possible limits and possibilities of expansion of science identity when the investigated subjects have different STEM subjects to develop identity in. Discussion about how figured worlds, Biglan's dimensions, and the ideal student concept could enrich the theoretical backdrop when seeking to understand how such identities are developed. Preliminary results from a longitudinal study, encompassing focus group sessions and classroom observations across the upper secondary school subjects Mathematics, Chemistry, Physics, and Technology are given. Preliminary data reveals students' distinct rankings and perceptions of each subject, reflecting variations in subject characteristics and expectations. The paper underscores the importance of recognizing diverse disciplinary identities to inform equitable STEM education strategies and calls for continued discussions and advancements in this realm.

M3 - Paper

T2 - National Association for Research in Science Teaching (NARST) Conference

Y2 - 17 March 2024 through 20 March 2024

ER -

ID: 385859588