Science Identities: Theory, Method and Research. Contributions from Science Education Research. Volume 12

Sonst. Personen	Holmegaard, Henriette Tolstrup (Hrsg.); Archer, Louise (Hrsg.)
Titel	Science Identities: Theory, Method and Research. Contributions from Science Education Research. Volume 12
Quelle	(2023), (373 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2213-3623
ISBN	978-3-031-17641-8
Schlagwörter	Science Education; Self Concept; Social Differences; Equal Education; Interdisciplinary Approach; Learning Processes; Teaching Methods; Scientific Attitudes; Scientists; Longitudinal Studies; Case Studies; Student Attitudes; Females; Gender Differences; After School Programs; Blacks; Social Class; Barriers; Clubs; Physics; Talent; Earth Science; Field Experience Programs; Racism; Science Teachers; Colonialism; Professional Identity; Citizenship; Secondary School Students; College Students; Academic Aspiration; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Selbstkonzept; Sozialer Unterschied; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Scientist; Wissenschaftler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Schülerverhalten; Weibliches Geschlecht; Geschlechterkonflikt; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Black person; Schwarzer; Social classes; Soziale Klasse; Club; Klub; Physik; Begabung; Hochbegabung; Earth sciences; Geowissenschaften; Praxisnahes Lernen; Rassismus; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Kolonialismus; Staatsbürgerschaft; Sekundarschüler; Collegestudent; Ausland; Großbritannien
Abstract	This edited volume brings together a state-of-the-art collection of leading and emergent research on the burgeoning topic of science identities. It sets out how science identity can be productively used as a lens in understanding patterns and inequalities in science participation across different educational and international contexts. Its chapters reveal how intersections of social identities and inequalities shape participation and engagement in science. Particular attention is given to explicating issues of theory and method, identifying the potential and limitations of approaches and lacunae in existing knowledge. The book showcases research from a range of disciplinary areas, employing diverse methodological and conceptual approaches to investigate science identities across different fields and settings. The collection offers a rich and comprehensive understanding of how science identity can be used conceptually, methodologically and analytically to understand how learners and teachers relate to, and make sense of, science. It's a valuable resource for students, researchers and academics in the field of science education and anyone who is interested in identity and education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01