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“Anybody can do science if they're brave enough”: Understanding the role of science capital in science majors' identity trajectories into and through postsecondary science
Journal of Research in Science Teaching ( IF 3.918 ) Pub Date : 2021-05-13 , DOI: 10.1002/tea.21695
Allison J. Gonsalves 1 , Alexandre Soares Cavalcante 2 , Emily Diane Sprowls 1 , Hailey Iacono 1
Affiliation  

This article reports on research investigating the experiences and resources that make science thinkable for undergraduate science majors as they engage in postsecondary science contexts. We regard these experiences and resources as contributing to science majors' science capital, and we suggest that science capital accumulates over time across identity trajectories. Using a multiple case study approach, we characterize seven undergraduate science majors' identity trajectories that they narrate through their stories of experiences with science in school, out of school and into postsecondary education. We examine how they navigate sources of science capital (e.g., families, science outreach), and the value they attribute to their science capital once they enter science programs in university. We also consider how their access to science capital influences their reasons for engaging in science outreach. To characterize students' movements into postsecondary education, and their experiences in postsecondary science, we crafted three identity trajectories: the “expected trajectory,” “persistent trajectory” and the “new directions trajectory.” These trajectories helped us to examine how science majors' identities mediate their perceptions of the use and exchange values of their science capital and the doxa of science that they legitimate. This study contributes to our understanding of how science capital operates along identity trajectories into postsecondary science, and demonstrates that simply having access to resources that contribute to students' accumulation of science capital is not sufficient for sustained engagement in science.

中文翻译:

“只要足够勇敢,任何人都可以从事科学工作”:了解科学资本在科学专业学生进入和通过高等教育科学的身份轨迹中的作用

本文报告了调查经验和资源的研究,这些经验和资源使科学专业的本科生在从事高等教育的科学背景下可以思考科学。我们认为这些经验和资源有助于科学专业的科学资本,我们建议科学资本随着时间的推移跨越身份轨迹积累。. 使用多案例研究方法,我们描述了七个本科科学专业的身份轨迹,他们通过他们在学校、校外和高等教育中的科学经历故事来叙述这些轨迹。我们研究了他们如何驾驭科学资本的来源(例如,家庭、科学外展),以及他们在进入大学科学课程后赋予科学资本的价值。我们还考虑了他们获得科学资本的机会如何影响他们参与科学推广的原因。为了描述学生进入中学后教育的运动以及他们在中学后科学中的经历,我们精心设计了三个身份轨迹:“预期轨迹”、“持续轨迹”和“新方向轨迹”。这些轨迹帮助我们研究了科学专业的学生如何 身份调节了他们对其科学资本的使用和交换价值的看法,以及他们合法的科学信条。这项研究有助于我们理解科学资本如何沿着身份轨迹进入高等教育科学,并表明仅仅获得有助于学生积累科学资本的资源不足以持续参与科学。
更新日期:2021-05-13
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