Students’ Representations of Scientific Practice during a Science Internship: Reflections from an activity‐theoretic perspective

Hsu, Pei Ling; Eijck, Michiel van; Roth, Wolff Michael

doi:10.1080/09500690903029563

Cited by 28 publications

(22 citation statements)

References 37 publications

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“…However, many of them were not successful in transferring this experience to the context of professional science. Perhaps Hsu, Van Eijck, and Roth's (2009) interpretation might be fruitful here. It might be possible that students reacted differently to classroom science and professional science as each one having different conditions and different goals.…”

Section: Discussionmentioning

confidence: 94%

“…Hsu, Van Eijck, and Roth (2009) highlighted the importance of explicit and reflective discussions to make “the ‘invisible’ aspects of scientific laboratory work ‘visible’ for students” (p. 21). The researchers claimed that involving in authentic science activities is not sufficient for students to develop representations of authentic science; students need to perceive them as important.…”

Section: Framework For Nosmentioning

confidence: 99%

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The effect of reflective discussions following inquiry‐based laboratory activities on students' views of nature of science

Yacoubian

BouJaoude

2010

J Res Sci Teach

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This research investigated the effect of reflective discussions following inquiry‐based laboratory activities on students' views of the tentative, empirical, subjective, and social aspects of nature of science (NOS). Thirty‐eight grade six students from a Lebanese school participated in the study. The study used a pretest–posttest control‐group design and focused on collecting mainly qualitative data. During each laboratory session, students worked in groups of two. Later, experimental group students answered open‐ended questions about NOS then engaged in reflective discussions about NOS. Control group students answered open‐ended questions about the content of the laboratory activities then participated in discussions of results of these activities. Data sources included an open‐ended questionnaire used as pre‐ and posttest, answers to the open‐ended questions that experimental group students answered individually during every session, transcribed videotapes of the reflective discussions of the experimental group, and semi‐structured interviews. Results indicated that explicit and reflective discussions following inquiry‐based laboratory activities enhanced students' views of the target NOS aspects more than implicit inquiry‐based instruction. Moreover, implicit inquiry‐based instruction did not substantially enhance the students' target NOS views. This study also identified five major challenges that students faced in their attempts to change their NOS views. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1229–1252, 2010

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Section: Discussionmentioning

confidence: 94%

Section: Framework For Nosmentioning

confidence: 99%

The effect of reflective discussions following inquiry‐based laboratory activities on students' views of nature of science

Yacoubian

BouJaoude

2010

J Res Sci Teach

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“…It is grounded in a cultural-historical theoretical framework (Hsu, van Eijck, & Roth, 2010;Roth & Hsu, 2009), which recognizes that emotions can be studied through talk-in-interaction. Likewise, we subscribed to the idea that discourse is action-oriented in nature; that is, "A medium of social interaction, including how it is produced relevantly to given agendas, interviewer prompts and responses, how topic relevance is controlled" (Edwards & Stokoe, 2004, p. 503).…”

Section: Theoretical Framework and Methodologymentioning

confidence: 99%

Sources of Anxiety and the Meaning of Participation in/for Science Fairs: A Canadian Case

Reis

Dionne

Trudel

2014

Canadian Journal of Science, Mathematics and Technology Educati

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Although anxiety is a significant emotional element of formal school science, little is known about how anxiety is originated and managed in the context of science fairs. The purpose of the present study was to investigate how a group of students in Grades 7 to 12 discursively (re)produce anxiety and its management from the perspective of their participation in a national science fair competition in Canada. Based on the analysis of participant's talk during a focus group interview, our findings suggest that performance anxiety is an emotion inherent to participation in all stages of the event: from choosing a project to the administration of time, performing in front of an audience, and gaining public recognition. In this context, recurring participation emerges as an effective strategy for coping with this feeling. In exploring the ways that academically successful science students talk about how anxiety is generated and regulated, we advance knowledge about science fair participation and contribute to current discussions on how to create more captivating school science learning environments for all.Résumé: La présenteétude analyse les façons dont desétudiants de la 7eà la 12e année (re)produisent discursivement l'anxiété et la gestion de l'anxiété liéeà leur participationà un concours de type Exposciences au Canada. Fondé sur l'analyse des communications des participants au cours d'une entrevue dans le cadre d'un groupe de discussion, nos résultats suggèrent que l'anxiété liée au rendement est uneémotion inhérenteà cette participation, quelle que ce soit l'étape de l'événement en question, qu'il s'agisse du choix du sujet, de la gestion du temps, de la performance en public ou de la notoriété acquise au cours de l'événement. Dans ce contexte, la participation répétée s'avère une stratégie efficace pour affronter cetteémotion.

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“…by means of the triadic dialog pattern (IRE)-the truth of and about science (van Eijck and Roth 2011). While mentoring one of the doctoral students on our team (Pei-Ling Hsu), he pursued the question of how an internship in a scientific laboratory was changing the images high school students have about science (Hsu et al 2010). It was in this sustained program of research that he arrived at coining the idea of imagination, the ways in which scientists and science are turned into images (rather than in the sense of unreal, subjective impressions) (van Eijck and Roth 2013).…”

Section: Innovative Scholar and Mentormentioning

confidence: 99%

Ecological mindfulness, spirituality, and life-long (hybrid, dialogical) learning: a tribute to Michiel van Eijck

Roth

2014

Cult Stud of Sci Educ

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In this tribute, I articulate the contributions Michiel van Eijck made to science education, as experienced through our relation, which ranged from supervisor and colleague to friend. His ecological thinking about human knowing, which was reflected in his spiritual inclinations, constitutes his legacy that will have an impact on our field for years to come.Om gate, gate, paragate, parasamgate, bodhi svaha. With these words from the Heart Sutra, and their Dutch translation, began the official death notice with which Michiel van Eijck's family officially notified friends (among which he counted me), acquaintances, and colleagues that he had passed away. Only weeks before that notice I had received an email from Michiel's account that told me about his imminent death. It was not only telling me that he was in the process of leaving, but the sound of the voice, though using first-person signifiers, already had a third-person feel. He was here and already departed simultaneously. I responded at some length to this email, writing to him about finding strength in his spirituality, about how an (eternal) life without ulterior motive realizes itself in each and everyone of us. It is in and through our lives, marked by our coming (birth) and going (death) that life maintains and renews itself. The email note had talked about a short period he had left; and although it gave his phone number and address where he could be contacted, there was no more reply. Within weeks he had passed away. The last

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Students’ Representations of Scientific Practice during a Science Internship: Reflections from an activity‐theoretic perspective

Cited by 28 publications

References 37 publications

The effect of reflective discussions following inquiry‐based laboratory activities on students' views of nature of science

The effect of reflective discussions following inquiry‐based laboratory activities on students' views of nature of science

Sources of Anxiety and the Meaning of Participation in/for Science Fairs: A Canadian Case

Ecological mindfulness, spirituality, and life-long (hybrid, dialogical) learning: a tribute to Michiel van Eijck

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