High School Students' Science Learning in a University Internship: A Cultural-Historical Activity Theory Perspective

• In Event: 44.085 - Poster Session 9
  In Poster Session: 44.085-9 - Access, Equity, and Identity Development in Informal STEM Education

Abstract

Working at the elbow of scientists in science laboratories through internships has been suggested as an effective way to allow students to experience science more authentically. However, more research is needed to illustrate the types of interactions and activities that occur in the authentic contexts of these internships. This study aims to investigate the unique features of science internship activities in the Work With A Scientist program from a cultural-historical activity theory perspective. Our analysis illustrates the unique teaching and learning practices in the program’s internship activities by systematically analyzing seven key dimensions of the internship activity system: subject, object, tools, rules, community, division of labor, and outcome. Our findings provide important insights and implications to improve K–12 science education.

Authors

• Pei-Ling Hsu, University of Texas - El Paso

• Laura Venegas, Ysleta Independent School District