Alison K Mercier
Biographic Data
| ID | 5877187 |
|---|---|
| NAME | Alison K Mercier |
| GIVEN NAMES | Alison K |
| FAMILY NAME | Mercier |
| SIGNATURE | MERCIER A K |
| AFFILIATIONS | University of Wyoming |
| ORCID | 0000-0002-8789-2341 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Identity Play
This study introduces identity play as an analytic construct for science education to explore improvisational dimensions of middle school students' STEM identity development in multiple out‐of‐school learning experiences focused on environmental problem‐solving. Tracking identity affiliations across time scales (weeks and years), we observed playful, unpredictable, nonlinear, and dynamic narratives of self. Their identities did not progress stabl…
Shaping change locally
Introduction Place-based education (PBE) seeks to integrate local environmental, cultural, and community contexts into learning. With instruction grounded in students’ lived experience, this approach has the potential to enhance engagement and foster identity development, particularly in STEM disciplines. However, research on how PBE may influence STEM identity and agency development, especially in rural contexts, remains limited. Methods This st…
Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas
Children draw on diverse sensemaking repertoires that are inclusive of their cultural and community knowledge to make sense of science in the world around them. However, preservice teachers often do not notice the science embedded in children's explanations of phenomena. Discourses that frame children, particularly those from minoritized communities, through deficit‐based lenses contribute to this deficit‐based noticing, perpetuating inequitable …
Working within and against school structures
Development and validation of an instrument investigating elementary teachers’ sense of agency for science instruction
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Working within and against school structures
Development and validation of an instrument investigating elementary teachers’ sense of agency for science instruction
Shaping change locally
Introduction Place-based education (PBE) seeks to integrate local environmental, cultural, and community contexts into learning. With instruction grounded in students’ lived experience, this approach has the potential to enhance engagement and foster identity development, particularly in STEM disciplines. However, research on how PBE may influence STEM identity and agency development, especially in rural contexts, remains limited. Methods This st…
Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas
Children draw on diverse sensemaking repertoires that are inclusive of their cultural and community knowledge to make sense of science in the world around them. However, preservice teachers often do not notice the science embedded in children's explanations of phenomena. Discourses that frame children, particularly those from minoritized communities, through deficit‐based lenses contribute to this deficit‐based noticing, perpetuating inequitable …
Identity Play
This study introduces identity play as an analytic construct for science education to explore improvisational dimensions of middle school students' STEM identity development in multiple out‐of‐school learning experiences focused on environmental problem‐solving. Tracking identity affiliations across time scales (weeks and years), we observed playful, unpredictable, nonlinear, and dynamic narratives of self. Their identities did not progress stabl…
Mathematics education (4 works) · Psychology (4 works) · Pedagogy (3 works) · Science Education and Pedagogy (3 works) · Computer Science (2 works) · Education and Critical Thinking Development (2 works) · Engineering (2 works) · Narrative (2 works) · Science education (2 works) · Sociology (2 works)