Connecting Curricular Design to Student Exploration of Environmental Science Roles Using Epistemic Network Analysis

• In Event: Formal and Informal Contexts for STEM Learning

Abstract

This paper reports findings from session 3 of the play-based course Virtual City Planning, which supported the exploration of environmental science identities. The Projective Reflection framework structured course design and implementation as well as assessment of student data for 18 middle schoolers in a local science museum. Epistemic Network Analysis visualized different processes of identity exploration enacted each week as supported by curricular activities, supported by in-depth qualitative examinations of student reflections. Results illustrated connections between the design of each week’s activities and the facets of identity on which students focused, highlighting the potential of such intentionally designed environments for supporting identity exploration and the potential future acquisition of science careers. Implications for curricular design and identity assessment are discussed.

Authors

• Amanda Barany, Drexel University

• Aroutis Nathaniel Foster, Drexel University

• Mamta Shah, Elsevier