Examining sixth graders’ science identity development in a multimodal composing environment

Shiyan Jiang; Ji Shen; Blaine E. Smith; Kristin W. Kibler

Examining sixth graders’ science identity development in a multimodal composing environment

Shiyan Jiang, Ji Shen, Blaine E. Smith, Kristin W. Kibler

Teaching, Learning and Sociocultural Studies

Research output: Contribution to journal › Conference article › peer-review

2 Scopus citations

Abstract

This study explored sixth graders’ science identity development in an integrated STEAM course. Data sources include online surveys, semi-structured group interviews, and students’ multimodal artifacts. The results showed that (1) Multimodal composing practices extended students’ understanding of scientific knowledge and practices; (2) Taking the role of scientist made students actively think about what scientists would do in their professions; (3) Some students developed hybrid roles to resolve science identity conflicts and transitions.

Original language	English (US)
Pages (from-to)	1587-1588
Number of pages	2
Journal	Proceedings of International Conference of the Learning Sciences, ICLS
Volume	3
Issue number	2018-June
State	Published - 2018
Event	13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018

Keywords

Multimodality
Role-taking
Science identity
Scientific knowledge and practice

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

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title = "Examining sixth graders{\textquoteright} science identity development in a multimodal composing environment",

abstract = "This study explored sixth graders{\textquoteright} science identity development in an integrated STEAM course. Data sources include online surveys, semi-structured group interviews, and students{\textquoteright} multimodal artifacts. The results showed that (1) Multimodal composing practices extended students{\textquoteright} understanding of scientific knowledge and practices; (2) Taking the role of scientist made students actively think about what scientists would do in their professions; (3) Some students developed hybrid roles to resolve science identity conflicts and transitions.",

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AU - Jiang, Shiyan

AU - Shen, Ji

AU - Smith, Blaine E.

AU - Kibler, Kristin W.

N1 - Publisher Copyright: © ISLS.

PY - 2018

Y1 - 2018

N2 - This study explored sixth graders’ science identity development in an integrated STEAM course. Data sources include online surveys, semi-structured group interviews, and students’ multimodal artifacts. The results showed that (1) Multimodal composing practices extended students’ understanding of scientific knowledge and practices; (2) Taking the role of scientist made students actively think about what scientists would do in their professions; (3) Some students developed hybrid roles to resolve science identity conflicts and transitions.

AB - This study explored sixth graders’ science identity development in an integrated STEAM course. Data sources include online surveys, semi-structured group interviews, and students’ multimodal artifacts. The results showed that (1) Multimodal composing practices extended students’ understanding of scientific knowledge and practices; (2) Taking the role of scientist made students actively think about what scientists would do in their professions; (3) Some students developed hybrid roles to resolve science identity conflicts and transitions.

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JO - Proceedings of International Conference of the Learning Sciences, ICLS

JF - Proceedings of International Conference of the Learning Sciences, ICLS

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Y2 - 23 June 2018 through 27 June 2018

ER -

Examining sixth graders’ science identity development in a multimodal composing environment

Abstract

Keywords

ASJC Scopus subject areas

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