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Secondary school students’ acquisition of science capital in the field of chemistry
Chemistry Education Research and Practice ( IF 3 ) Pub Date : 2019/08/27 , DOI: 10.1039/c9rp00127a
Lilith Rüschenpöhler 1, 2, 3 , Silvija Markic 1, 2, 3
Affiliation  

Research has shown that students’ science capital has a large impact on their science aspirations and their development of science identities. In this study, we apply the notion of science capital to chemistry education in order to investigate how students make use of science capital in the field of chemistry. We define chemistry capital as a person's resources that help him or her to succeed in the field of chemistry (e.g., parents know chemistry content, sharing chemistry-related activities at home,…). We interviewed 48 secondary school students in Germany and conducted a thematic analysis. It reveals the following. (i) Chemistry capital in the home environment is unevenly distributed. Students who do not have family members who can connect with the mainstream conception of chemistry tend to be concentrated in schools with the lowest entry requirements (Hauptschulen, lower secondary education). Chemistry capital, therefore, tends to be reproduced. (ii) In most cases, families’ chemistry capital translates into students’ individual chemistry capital. This shows up in a multitude of links between families’ chemistry capital and students’ individual chemistry capital. (iii) The German school structures tend to aggravate the existing inequalities: this tends to deprive the students from Hauptschulen of qualified chemistry teachers. (iv) In some exceptional cases, students acquire chemistry capital independently from their families’ capital. They do so either by following chemistry-related YouTube channels or by developing a chemistry identity as part of a general learner identity. In order to reduce the existing inequalities, there is an urgent need to provide Hauptschulen in Germany with qualified teaching staff for chemistry. If this precondition is met, teaching approaches that focus on identity building and engaging students and their parents in a dialogue about chemistry could potentially be fruitful.

中文翻译:

中学生获得化学领域的科学资本

研究表明,学生的科学资本对他们的科学理想和科学特性的发展有很大的影响。在这项研究中,我们将科学资本的概念应用到化学教育中,以研究学生如何在化学领域利用科学资本。我们将化学资本定义为一个人的资源,可以帮助他或她在化学领域取得成功(例如,父母知道化学成分,在家中分享与化学有关的活动,...)。我们采访了德国的48名中学生,并进行了主题分析。它揭示了以下内容。(i)家庭环境中的化学资本分布不均。没有家庭成员可以与化学的主流概念联系起来的学生往往集中在入学要求最低的学校(Hauptschulen,初中)。因此,化学资本倾向于被复制。(ii)在大多数情况下,家庭的化学资本转化为学生的个人化学资本。家庭的化学资本与学生的个人化学资本之间存在多种联系。(iii)德国的学校结构趋于加剧现有的不平等现象:这倾向于使Hauptschulen的学生失去合格的化学老师。(iv)在某些特殊情况下,学生独立于家庭资本而获取化学资本。他们可以通过关注与化学相关的YouTube频道,也可以通过开发化学身份作为普通学习者身份的一部分来做到这一点。为了减少现有的不平等,迫切需要提供德国的Hauptschulen拥有合格的化学教学人员。如果满足此前提条件,则注重身份认同并使学生及其父母参与有关化学对话的教学方法可能会硕果累累。
更新日期:2020-02-13
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