Cultivation of Science Identity through Authentic Science in an Urban High School Classroom
Science identity, Authentic science, Marginalization
Digital Object Identifier (DOI)
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.
Citation / Publisher Attribution
Cultural Studies of Science Education, v. 12, p. 469-491
Scholar Commons Citation
Chapman, Angela and Feldman, Allan, "Cultivation of Science Identity through Authentic Science in an Urban High School Classroom" (2016). Teaching and Learning Faculty Publications. 495.