Making Science and Gender in Kindergarten

• In Event: Researching Discourse and Social Practices in Science and Engineering Education

Abstract

Theoretical framework
Guided by sociocultural perspectives and situated in sociolinguistic analysis informed by educational ethnography, this poster will demonstrate the ways in which kindergarteners participated in science, by showing how norms were established in the classroom, and by analyzing how girls were positioned or not positioned as science learners over time. By framing my study with the lenses of social practices of science, positioning, authoring, and identities-in-practice, I aimed to provide new literature that would help to inform the science education community with new data concerning the authentic engagement of girls’ participation in science instruction that was focused on scientific discourse, specifically the practice of constructing explanations with evidence. I not only looked at individuals as I analyzed identity, I also looked at identity between the individuals and the social context, each informing the other. I used the case study approach to collectively narrate the story of four girls within this specific classroom context.

Mode of inquiry
Due to the use of ethnographic methods the following approaches to data collection were chosen for this study: video recording of student discourse, student interviews, ethnographic field notes, photographs of student work, teacher informal interviews, and a parent questionnaire. The students’ discourse and interactions in the classroom provided primary sources of data for the study. Analyzing the copious amounts of data took different forms throughout the study. Initial observations were coded in phase one and patterns of science discourse were assessed. Throughout this process I continued to ask questions of my data, created representations of my data, and interpreted my representations. While doing this I was led to new questions and insights. I began to create event maps informed by classroom observations, video files of classroom discourse, and my ethnographic notes. I then transcribed video data, created detailed event maps, and coded additional data. Looking at the event maps helped me to re-analyze the norms of practice within the classroom by looking for specific phrases and events that happened in patterns. I then coded the transcripts for authoring and positioning by examining the nature of and responses to the girls’ bids for recognition, and then reviewed all data and analyses to create cases and a cross-case analysis among the girls in the study.

Findings
By using sociolinguistic analysis, I was able to elicit ideas of student understanding, find patterns across contexts and examine teaching practice. The girls in this study authored a variety of identities-in-practice for science learning through classroom science instruction. They were able to participate in the norms of the science classroom, and while doing so gained exposure to science practices. The girls worked on their identities-in-practice as they participated in various ways of doing science and the teacher’s positioning of the girls was essential for engaging them in productive participation in science discourse and learning. The implications from this study include the consideration of multiple, patterned ways to see authoring and the construction of discursive norms and practices that situate how gender and science are constructed through interactions.

Author

• Alicia M. McDyre, The Pennsylvania State University