Evidence of Science Activation in Life Histories of Adult Scientists and Engineers

• In Event: Activating Young Science Learners: Igniting Persistent Engagement in Science Learning and Inquiry

Abstract

The Science Activation Learning Lab is examining the science learning experiences young people have that “activate” them for powerful future engagement with science. A key objective of the Activation Lab is to establish a field of research on science activation by organizing the relevant constructs into a conceptual framework. The objective of this session is to present a systematic analysis of interview transcripts from adult scientists and engineers. This analysis shows clear evidence of the presence and influence of activation in participants’ lives and provides an evidence-based conceptualization of science activation.

This session builds on the theoretical framework of the Science Activation Learning Lab. One of the primary hypotheses of the Lab is that activation is real. The Lab has identified four constructs that compose activation: fascination with the natural and physical world, valuing science, perseverance in scientific endeavors, and scientific sensemaking. The research presented here aims to understand how each of these four constructs manifests in the life histories of adult scientists and engineers.

This study draws on data collected through one hundred retrospective interviews conducted with adults currently or recently in careers in natural or physical science or engineering. The sampling strategy consisted of both stratified random sampling and snowball sampling to identify potential participants. Efforts were made to recruit a sample diverse in age, race, gender, highest degree earned and discipline. The semi-structured interview guide included questions about the familial, peer, formal educational and informal learning influences on science interest and experiences throughout the life course. Interviewers followed the conversational leads of the participants with targeted probing and follow up questioning. A life history calendar was used during the interviews to assist more accurate recall of timing of life events and experiences. Interviewers wrote reflexive memos immediately after the interviews. Interviews were digitally recorded and transcribed. Transcriptions, memos, and life history calendars were used as data sources.

Qualitative data analysis was an on-going, iterative process. Hand analysis and NVivo qualitative data analysis software were used to code the four constructs of activation as identified by the Activation Lab. Additionally, emergent themes and sub-themes of activation were identified and analyzed. Results indicate that science activation components include individual and relational aspects. Perseverance in the face of difficulty seems to act as a strengthener of activation for some activated scientists and engineers. Long-term interest in and fascination with science was a common theme. A home environment during childhood conducive to intellectual pursuits seems to be a common but not necessary feature of science activated people’s experience.

Articulation of an empirically derived conceptualization of science activation is of great significance to the Lab as evidence for the assertion that activation is real and to the field. The Lab plans to launch a longitudinal study of young learners to examine activation, and these results will inform the design of that study. Additionally, the results clearly demonstrate the importance of early interest in science topics or processes and the strengthening role persistence in the face of adversity has on science activation.

Authors

• Lynette Jacobs-Priebe, University of Pittsburgh

• Ardice Hartry, University of California - Berkeley