Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
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Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
Understanding How Girls' Identities Shape Their Science Practices: The Stories of Amelia and Ginny Edna Tan and Angela Calabrese Banon412 Main Hall. B Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and GinnyBox 210 Teachers College Columbia University NY. NY 10027 andenat@hotmail.com Acb33@columbia.edJPaper presented at the AERA Conference, San Francisco. CA, April 2006.This material is based upon work supported by the National Science Foundation under Grant No. PGE 0429109Any opinions, findings, and c Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnyonclusicns Of recommendations expressed in this material are those of the author(s) and do no: necessarily reflect the views of the National Science FUnderstanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
oundation.1Understanding How Girls' Identities Shape Their Science Practices: The Stories of Amelia and GinnyAbstractWhile girls and especially minoriUnderstanding How Girls' Identities Shape Their Science Practices: The Stories of Amelia and Ginny Edna Tan and Angela Calabrese Banon412 Main Hall. B Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnyin a h gh poverty urban middle school and how they exh bit agency by purposefully authoring identities-in-practice that merge salient traditionally unsanctioned (by science, school science and in the science classroom) identities with teacher-endorsed identities in the science class. Using identity Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnyformaton as a lens, this study reports on the successful merging of life-worlds and the world of school science by the two case-study minority girls tUnderstanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
hrough the authoring of novel identities-in-practice in the figured worlds of school scenes and discusses the implications of identtes-m-pract ce on sUnderstanding How Girls' Identities Shape Their Science Practices: The Stories of Amelia and Ginny Edna Tan and Angela Calabrese Banon412 Main Hall. B Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnyomplexities of developing science instruction that meets the needs of the diverse students while actively supporting them in becoming legiumate members of the science community. Students face linguistic hurdles (Lee & Fradd, 1996; Brown, 2004), conflicts of gender and ethnic identities (Brickhouse, Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny1994; Calabrese Barton, 1998), and alienating science insưuction (Roseberry et al, 1992). The achievement gaps between white students and African-AmenUnderstanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
can/Latmo/Latina students and between boys and girls in general are well documented (NAEP, 1988).With ever-increasing gaps in spite of two decades of Understanding How Girls' Identities Shape Their Science Practices: The Stories of Amelia and Ginny Edna Tan and Angela Calabrese Banon412 Main Hall. B Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnyprograms, the science education community has neglected the ontological development of students. They note that researchers have not asked the question of “whether students see themselves as the kind of people who would want to understand the world scientifically and thus participate in the kinds of Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny activities that are likely' to lead to the appropriation of scientific meanings' (p. 443). Before students can be motivated to learn science, they haUnderstanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
ve to develop identities that are congruent with science.Identity formation as a lens in science education researchSMetognitien^ndlegmLave and Wenger'Understanding How Girls' Identities Shape Their Science Practices: The Stories of Amelia and Ginny Edna Tan and Angela Calabrese Banon412 Main Hall. B Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnyicipation wtiere new members are inducted into a community of practice as apprentices. Therefore, to learn in that community means to become "a different person with respect to the possibilities enabled by these systems of relations" (p. 53). In other words, students are crafting identities and deve Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnyloping certain ways of being in the science classroom while engaging in activities and tasks and in relating to the teacher and their peers. Moving toUnderstanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
wards full membership emails “an increasing sense of identity as a master practitioner" (p.Ill). Learning science is thus manifested through the transUnderstanding How Girls' Identities Shape Their Science Practices: The Stories of Amelia and Ginny Edna Tan and Angela Calabrese Banon412 Main Hall. B Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnyrtoire of identities when seeking membership in a new community of practice. Thus, the formation of a new identity IS contingent on the tensions and negotiations between differing and potentially opposing identities. Agency arises from this "space of authoring" (Holland et al, 2001. p.63) when world Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnys and Identities collide in the struggle to author a new identity' in a new space.As proposed by Lave and Wenger, students on entering a community ofUnderstanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
practice such as the science classroom, develop identities through engaging with the practices and tasks of the science class. Learning science becomeUnderstanding How Girls' Identities Shape Their Science Practices: The Stories of Amelia and Ginny Edna Tan and Angela Calabrese Banon412 Main Hall. B Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnytherefore refer to the identities students acquire or choose to adopt in the science classroom.The term 'identines-in-practice" rather than "identities' IS an important distinction because we believe that the environmental factors of the specific community in practice, in this case, the science clas Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnysroom, exert significant influence on how novice members, such as students at the start of the school year, adopt their in-class identities. The scienUnderstanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
ce classroom is populated by members who are positionedwith hierarchically ranked authority. How novice members negotiate their relationships with theUnderstanding How Girls' Identities Shape Their Science Practices: The Stories of Amelia and Ginny Edna Tan and Angela Calabrese Banon412 Main Hall. B Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnyetermine how their identities-in-practice evolve in the classroom. Evolving identities-in-practice can be inferred from the way students choose to interact with other members, the decisions they make with regards to the assigned tasks in the science classroom, the opinions and questions they raise a Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnynd also their reticence and silence should they choose not to participate.Figured worlds and identities-in-practiceIt is useful to think of communitieUnderstanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
s of practice as "figured worlds" (Holland et al. 2001) in considering the dynamics of authoring a new identity. Holland and her colleagues posit a frUnderstanding How Girls' Identities Shape Their Science Practices: The Stories of Amelia and Ginny Edna Tan and Angela Calabrese Banon412 Main Hall. B Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnyigures, characters, and types who carry out Its tasks and who also have styles of interacting within, distinguishable perspectives on. and orientations towards if (p.51). Individuals have the proclivity to be drawn into certain figured worlds to shape and be shaped by them in authoring an identity. Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and GinnyThe act of authonng an Identity IS necessitated via a constant state of dialogism where “sentient beings exist in a state of being 'addressed' and inUnderstanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
the process of •answering"' (p. 169).On initial entry into a figured world, novices gam social positions that are accorded by the established members Understanding How Girls' Identities Shape Their Science Practices: The Stories of Amelia and Ginny Edna Tan and Angela Calabrese Banon412 Main Hall. B Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnyies of their authoring space, which IS driven by a sense of agency. In the struggle to establish an identity in a new figured world, It IS important to consider the influence of the other worlds in which one simultaneously inhabits.For example, Fordham (1993) highlights the substantial social cost A Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnyfrican-Amencan female students had to pay in abandoning their native identities in exchange for academic success. In the figured world of their high sUnderstanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
chool, the standards and regulating norms privileged the quiet, White, male student. The girls hwere compelled to assume the identity of the 'Other'..Understanding How Girls' Identities Shape Their Science Practices: The Stories of Amelia and Ginny Edna Tan and Angela Calabrese Banon412 Main Hall. B Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnybjugated the native idennties of the African-American girls, who came to accept the quiet, white male identity and its accompanying dispositions as claims to status. Holland and her colleagues remind US that this process of arriving at a particular positional identity happens over time via daily' st Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnyruggles and encounters.Fordham's story of the African-American girls has simplified the school as one figured world pitched against the native figuredUnderstanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
world of the girls. In reality', students can belong and move between various hierarchically ranked figured worlds within the context of school. BricUnderstanding How Girls' Identities Shape Their Science Practices: The Stories of Amelia and Ginny Edna Tan and Angela Calabrese Banon412 Main Hall. B Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginnygroups students belong to. such as "a good student, a basketball player, a gossip- (p. 443) and how these identities affect the space of authonng a science student identity in the science classroom. Even within the science classroom, students can enact varying identities in different figured worlds. Understanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny Examples of these include a whole class context, small group projects, or out of school science-related activities, such as fieldtnps and museum visiUnderstanding How Girls’ Identities Shape Their Science Practices The Stories of Amelia and Ginny
ts.We choose to emphasize the plurality of identities-in-practice (IdPs) instead of a singular "identity-in-practice" (IdP) as described by Lave and WGọi ngay
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