What Is Freddie Science? The Role of Personal Epistemologies in Science/Engineering Identity Development

• In Event: Roundtable Session 10
  In Roundtable Session: Learning Sciences SIG Roundtable: Issues in Identity Development

Abstract

In this study, we illustrate two arguments in the science/engineering identity literature: 1) what counts as science or engineering identity?; and 2) how do students’ epistemologies of science and engineering account for their identity development? We analyze Freddie, an elementary-school student, and his participation in an after-school science program. We take a bottom-up approach to describing what Freddie identifies and disidentifies with, and what epistemological stances he takes during different activities. Our characterizations of these alignments consists of identifying “disciplinary seeds” in Freddie’s stances and identifications. By focusing on his activities in multiple domains over a 12-week period, we provide nuanced information on how he constructs his “Freddie Science” identity in contexts that invite both science inquiry and engineering design.

Authors

• Jason Yip, University of Washington - Seattle

• Andrew R. Elby, University of Maryland - College Park