Identity Work During Argumentation About COVID Policy in a Ninth-Grade Biology Classroom

• In Event: I-Presentation Gallery

Abstract

Research on language and identity relationships in science challenges scholars to reconsider how existing instructional norms can serve as resources to limit or promote access to science learning. Our study builds upon our studies on teaching and learning scientific argumentation in secondary science classrooms by studying discursive identity work as students critically analyze information from multiple sources to assess the risk of COVID spread. Using microethnographic discourse analysis we collaborated with a 9th grade biology teacher (a) to document how her students took-up epistemic practices to build knowledge of and affiliation with biology as a field related to public health, and (b) to explore ways the students’ biology identity work was supported by the discourse practices of the teacher.

Authors

• George E. Newell, The Ohio State University

• Jennifer Newell, Granville Exempted Village Schools

• Lin Ding, The Ohio State University