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Cultural Studies of Science Education

, Volume 12, Issue 2, pp 469–491 | Cite as

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

  • Angela Chapman
  • Allan Feldman
Original Paper
First Online:

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.

Keywords

Science identity Authentic science Marginalization 
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Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  1. 1.College of EducationUniversity of Texas Rio Grande ValleyEdinburgUSA
  2. 2.Department of Teaching and Learning, College of EducationUniversity of South FloridaTampaUSA

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