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Student Motivation and Interests as Proxies for Forming STEM Identities
( Todd Campbell ),( Hyon Yong Lee ),( Hyuk Soo Kwon ),( Kyung Suk Park ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.3
This research investigated the motivation and interests of a sample of predominately-underrepresented populations to better understand whether informal STEM learning experiences offer support for developing STEM identities. A valid and reliable three-section self-reporting survey was administered to 169 secondary students as the primary data source. Identity was used as a theoretical lens along with descriptive statistics to reveal students` perceived benefits of the informal STEM learning experience, a Mathematics, Engineering, Science Achievement (MESA) program in the western U.S., for improving their understanding of science, mathematics, and engineering concepts, increasing their interest in science, mathematics, and engineering careers, and increasing their belief of the importance of these STEM disciplines. In summary, the findings emerging, considered alongside current identity research, suggest that informal STEM learning experiences offer students from underrepresented STEM populations the space needed for successful STEM identity bids, either for future career pursuits or participation in a STEM literate populace as a non-STEM professional societal member.
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( Phil Seok Oh ),( Todd Campbell ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.3
This study explored how teachers and students in different countries discursively interact to build ``Classroom Science Knowledge`` (CSK) - the knowledge generate situatedly in the context of the science classroom. Data came from publicly released 8th grade science classroom videos of five nations who participated in the Third TIMSS (Trend in International Mathematics and Science Study) video study. A total of ten video-recorded science lessons and their verbatim transcripts were selected and analyzed using a framework developed by the researchers of the study. It was revealed that a range of discourse modes were utilized and these modes were often sequentially connected to build CSK in the science classrooms. Although dominant discourse modes and their sequences varied among different lessons or different countries, the study identified three salient patterns of science classroom discourse: teacher-guided negotiation and the sequences of exploring - building on the shared and retrieving - elaborating. These patterns were found to be different form the discursive features commonly witnessed in the community of professional scientists and interpreted as implying the existence of unique epistemic cultures shared in science classrooms of different countries. Further studies are suggested to reveal characteristics of these epistemic cultures of science classrooms, as well as to confirm whether any cultural traits inherently shape the differences in science classroom discourse among different nations.
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