Students' Emerging Scientific Understandings and Science Identities at an Urban, Inclusive, STEM-Focused High School

• In Event: AERA Poster Session 8
  In Poster Session: Science Teaching and Learning: Equity and Social Justice in Science Education

Abstract

This ethnographic, collective case study examined the emerging scientific understandings and science identities of three ninth graders from diverse racial, ethnic, and linguistic backgrounds at an urban, inclusive STEM-focused high school (ISHS). Data sources included student interviews along with field notes and video recordings from classroom observations. Findings revealed relatively naïve scientific understandings with demonstration of factual knowledge most prominent among students. Findings also suggest that facets of scientific understandings are important in sustaining the development of students’ science identities beyond interest, yet they are not sufficient alone. Understanding this relationship between students’ scientific understandings and their science identities has implications for the design of science learning environments that support all students, particularly students traditionally underrepresented in STEM disciplines.

Authors

• Jennifer Tripp, University at Buffalo - SUNY

• Noemi Waight, University at Buffalo - SUNY