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Cultivation of science identity through authentic science in an urban high school classroom

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Abstract

This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students’ perceptions of the intervention as an authentic science experience, how the experience influenced their science identity, as well as their perceptions about who can do science. We found that the students believed the experience to be one of authentic science, that their science identity was positively influenced by participation in the experience, and that they demonstrated a shift in perceptions from stereotypical to more diverse views of scientists. Implications for science education are discussed.

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Author information

Authors and Affiliations

  1. College of Education, University of Texas Rio Grande Valley, 1201 W. University Drive, Edinburg, TX, 78539, USA

    Angela Chapman

  2. Department of Teaching and Learning, College of Education, University of South Florida, 4202 East Fowler Ave., EDU105, Tampa, FL, 33620-5650, USA

    Allan Feldman

Authors
  1. Angela Chapman
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  2. Allan Feldman
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Corresponding author

Correspondence to Angela Chapman.

Additional information

Lead Editor: F. Rezende.

Appendix: Semi-structured interview protocol

Appendix: Semi-structured interview protocol

The following questions were used as a guide during the student interview at the end of the ABFP.

Background question

  1. 1.

    Why are you taking this class?

  2. 2.

    Why are you in the magnet program?

  3. 3.

    What are your dreams for the future? What are you interested in doing after high school?

  4. 4.

    What are your favorite subjects in school?

I’m now going to ask you some questions about this class and the project.

  1. 5.

    What are you studying in this class now (besides the algae project)?

  2. 6.

    How well do you understand these concepts?

  3. 7.

    What helps you to understand them? What gets in the way?

I’m now going to ask you questions about how you responded to the survey and test.

  1. 8.

    Tell me more about your response about your ability to do science on the pre-survey.

  2. 9.

    When you hear the word scientist, tell me what comes to mind.

  3. 10.

    What do you think you would need to do in order to become a scientist when you grow up?

  4. 11.

    Tell me more about why you chose that individual on the Identify-A-Scientist survey.

  5. 12.

    Is what you did in this project similar to/different from what you think scientists do day to day? How is it same/different?

  6. 13.

    How does what you did in this project compare to classroom science before this project?

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Chapman, A., Feldman, A. Cultivation of science identity through authentic science in an urban high school classroom. Cult Stud of Sci Educ 12, 469–491 (2017). https://doi.org/10.1007/s11422-015-9723-3

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  • DOI: https://doi.org/10.1007/s11422-015-9723-3

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