ERIC Number: ED646410
Record Type: Non-Journal
Publication Date: 2022
Pages: 141
Abstractor: As Provided
ISBN: 979-8-8340-7471-7
ISSN: N/A
EISSN: N/A
Investigating Science Identities of Secondary Science Preservice Teachers Engaging with a Community Driven Science Project
Megan Beckam
ProQuest LLC, Ph.D. Dissertation, University of Nevada, Reno
Community driven science has emerged as a way to engage participants in learning about science while giving them a deeper understanding of what it means to do science and identify as one who does science. This multi-method case study investigated how secondary science preservice teachers experienced a community driven science project within the context of a university course and whether and how their experiences influenced their science identities. Pre- and post-surveys, semi-structured interviews, and course assignments were analyzed using the construct of an individual's science identity embedded within a community of practice to answer the three research questions. Participants overcame challenges and reported aspects of enjoyment, interest, and learning within the community driven science project. Results suggest engagement with a community driven science project can foster identity development when practiced within the structure of a university course. Additionally, engagement with the project gave participants an opportunity to practice their science skills and supported their learning of science practices. Results from this study showcase some similarities and differences from research exploring participant outcomes and engagement with community driven science in informal and out of school contexts. This study could serve as a model for teacher preparation programs to support secondary science preservice teachers' science identities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Preservice Teachers, Science Teachers, Secondary School Science, School Community Relationship, Communities of Practice, Barriers, Science Projects, Professional Identity, Learner Engagement, Science Process Skills
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A