Marie‐claire Shanahan
Biographic Data
| ID | 4616655 |
|---|---|
| NAME | Marie‐claire Shanahan |
| GIVEN NAMES | Marie‐claire |
| FAMILY NAME | Shanahan |
| SIGNATURE | SHANAHAN M C |
| AFFILIATIONS | University of Alberta |
| ORCID | 0000-0002-5287-9729 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Reengaging with the STEM (Science, Technology, Engineering, and Mathematics) Boundary Object
Voicing with Code in Public
Voice Your Celebration was a public computing installation at Canada’s National Music Center, which offered a re-staging of computer code as a heterotopic form of participatory theatre. In the same way that the stage and the script can stand in between the audience on one hand, and actors and creators of a play on the other, in performances involving live digital art, pre-written code can also separate the coder and creators from the interacting …
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context
This study qualitatively explored the process of student environmental identity development (sEID) within the highly social and structured context of elementary school science. Social practice theory was used as the lens to distinguish the dimensions of sEID that were visible during a curriculum‐based, in‐school program focused on the issue of pollution. Student narratives, collected from small group interviews and reflective journals, were prior…
Language and symbolic violence in computational models of ethnocentrism: A critical phenomenology and Southern re-orientations
Viewing code as heterogeneous language we offer an investigation of the relationship between language and symbolic violence in computational models of sociopolitical phenomena such as segregation and ethnocentrism. We offer a critical phenomenological account of how the transparency and ambiguity inherent in computational models of ethnocentrism embody and enact symbolic power and violence through assumptions of docility and omissions of marginal…
Transdisciplinarity in STEM education: A critical review
Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualise learn…
Using reflection to support environmental identity development in the classroom context
As environmental and sustainability issues are becoming embedded in the school curriculum, there is a need to understand how environmental identity develops within the complex social structure of the classroom. Reflection is a potentially valuable classroom process to consider as it intersects student learning, identity work, and agency. This embedded qualitative case study explored how three elementary students from a school in British Columbia,…
Using a Boundary Object Perspective to Reconsider the Meaning of STEM in a Canadian Context
Nature Study as a Potential Object Lesson for Science Education
Children Thinking About Models: Analyzing a Globe
The purpose of this study was to explore to what extent 87 grade 5 (10-12-year-old) children, supported by instruction about scientific models, could engage in thinking beyond a naïve realist level about a globe. A qualitative framework allowed analysis of children’s responses to worksheet questions in which they identified analog-target correspondence and how models act as tools for thinking. Children’s responses were further analyzed using visu…
Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study
This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally…
Elementary Children's Shifting Views of Models and the Nature of Matter
Science, Learning, Identity: Sociocultural and Cultural-Historical Perspectives edited by Wolff-Michael Roth and Kenneth Tobin
To understand learning in science, we need to know much more than whether students have learned the proper explanation for how plants make their food or why there are seasons.
Reengaging with the STEM (Science, Technology, Engineering, and Mathematics) Boundary Object
Language and symbolic violence in computational models of ethnocentrism: A critical phenomenology and Southern re-orientations
Viewing code as heterogeneous language we offer an investigation of the relationship between language and symbolic violence in computational models of sociopolitical phenomena such as segregation and ethnocentrism. We offer a critical phenomenological account of how the transparency and ambiguity inherent in computational models of ethnocentrism embody and enact symbolic power and violence through assumptions of docility and omissions of marginal…
Using reflection to support environmental identity development in the classroom context
As environmental and sustainability issues are becoming embedded in the school curriculum, there is a need to understand how environmental identity develops within the complex social structure of the classroom. Reflection is a potentially valuable classroom process to consider as it intersects student learning, identity work, and agency. This embedded qualitative case study explored how three elementary students from a school in British Columbia,…
Science, Learning, Identity: Sociocultural and Cultural-Historical Perspectives edited by Wolff-Michael Roth and Kenneth Tobin
To understand learning in science, we need to know much more than whether students have learned the proper explanation for how plants make their food or why there are seasons.
Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study
This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally…
Elementary Children's Shifting Views of Models and the Nature of Matter
Nature Study as a Potential Object Lesson for Science Education
Children Thinking About Models: Analyzing a Globe
The purpose of this study was to explore to what extent 87 grade 5 (10-12-year-old) children, supported by instruction about scientific models, could engage in thinking beyond a naïve realist level about a globe. A qualitative framework allowed analysis of children’s responses to worksheet questions in which they identified analog-target correspondence and how models act as tools for thinking. Children’s responses were further analyzed using visu…
Using a Boundary Object Perspective to Reconsider the Meaning of STEM in a Canadian Context
Using reflection to support environmental identity development in the classroom context
As environmental and sustainability issues are becoming embedded in the school curriculum, there is a need to understand how environmental identity develops within the complex social structure of the classroom. Reflection is a potentially valuable classroom process to consider as it intersects student learning, identity work, and agency. This embedded qualitative case study explored how three elementary students from a school in British Columbia,…
Transdisciplinarity in STEM education: A critical review
Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualise learn…
Language and symbolic violence in computational models of ethnocentrism: A critical phenomenology and Southern re-orientations
Viewing code as heterogeneous language we offer an investigation of the relationship between language and symbolic violence in computational models of sociopolitical phenomena such as segregation and ethnocentrism. We offer a critical phenomenological account of how the transparency and ambiguity inherent in computational models of ethnocentrism embody and enact symbolic power and violence through assumptions of docility and omissions of marginal…
Voicing with Code in Public
Voice Your Celebration was a public computing installation at Canada’s National Music Center, which offered a re-staging of computer code as a heterotopic form of participatory theatre. In the same way that the stage and the script can stand in between the audience on one hand, and actors and creators of a play on the other, in performances involving live digital art, pre-written code can also separate the coder and creators from the interacting …
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context
This study qualitatively explored the process of student environmental identity development (sEID) within the highly social and structured context of elementary school science. Social practice theory was used as the lens to distinguish the dimensions of sEID that were visible during a curriculum‐based, in‐school program focused on the issue of pollution. Student narratives, collected from small group interviews and reflective journals, were prior…
Reengaging with the STEM (Science, Technology, Engineering, and Mathematics) Boundary Object
Psychology (8 works) · Sociology (8 works) · Science Education and Pedagogy (6 works) · Computer Science (5 works) · Mathematics education (5 works) · Social science (5 works) · Epistemology (4 works) · Pedagogy (4 works) · Philosophy (4 works) · Artificial Intelligence (3 works)