It isn't no slang that can be said about this stuff

Language, identity, and appropriating science discourse

Dados Bibliográficos

ID5831995
AutoresB A Brown (0000-0001-8350-7998, Stanford University, autor correspondente)
Ano2005
Volume43
Fascículo1
Páginas96-126
Data de publicação2005-11-28
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Research in Science Teaching (JOURNAL)
Identificadores do periódicoISSN: 0022-4308 • E-ISSN: 1098-2736
EditoraWiley (PUBLISHER • GB)
DOI10.1002/tea.20096
OpenAlexW2170474684
IdiomaEN
Citações recebidas38
Referências citadas35

This investigation explores how underrepresented urban students made sense of their first experience with high school science. The study sought to identify how students' assimilation into the science classroom reflected their interpretation of science itself in relation to their academic identities. The primary objectives were to examine students' responses to the epistemic, behavioral, and discursive norms of the science classroom. At the completion of the academic year, 29 students were interviewed regarding their experiences in a ninth and tenth-grade life science course. The results indicate that students experienced relative ease in appropriating the epistemic and cultural behaviors of science, whereas they expressed a great deal of difficulty in appropriating the discursive practices of science. The implications of these findings reflect the broader need to place greater emphasis on the relationship between students' identity and their scientific literacy development. (c) 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 96-126, 2006

Ninth · Scientific Literacy · Slang · Discourse Analysis in Language Studies · Educational Strategies and Epistemologies · Science Education and Pedagogy