TY - JOUR
T1 - Science identity development
T2 - how multimodal composition mediates student role-taking as scientist in a media-rich learning environment
AU - Jiang, Shiyan
AU - Shen, Ji
AU - Smith, Blaine E.
AU - Kibler, Kristin Watson
N1 - Funding Information:
Part of the project was based upon work supported by the National Science Foundation under Grant Number 1713191. Acknowledgements
Publisher Copyright:
© 2020, Association for Educational Communications and Technology.
PY - 2020/12
Y1 - 2020/12
N2 - Science identity has been widely discussed in recent years; however, research on its development in multimodal composing environments, especially in formal classroom settings, has yet to be fully investigated. This qualitative study unraveled the science identity development of sixth-grade students as they created multimodal science fiction stories in a STEAM course. Thirty-two students enrolled in the course and worked in groups of 3–5, and each student self-selected one of three roles: designer, scientist, or writer. This study focused on the students (n = 9) who took the role of scientist and examined their science identity development. Data sources include digital surveys, semi-structured group interviews, and multimodal artifacts. Our qualitative analysis suggests that (a) composing with modes of choices could drive interests in science; (b) students connected science practices in classrooms with those in professional domains through taking the role of scientist; (c) taking hybrid roles (i.e., a combination of scientist and other roles) while composing with multiple modes contributed to the recognition of science in non-science careers. Based on these findings, we discuss the implications for cultivating positive science identities and engaging early adolescents in career exploration.
AB - Science identity has been widely discussed in recent years; however, research on its development in multimodal composing environments, especially in formal classroom settings, has yet to be fully investigated. This qualitative study unraveled the science identity development of sixth-grade students as they created multimodal science fiction stories in a STEAM course. Thirty-two students enrolled in the course and worked in groups of 3–5, and each student self-selected one of three roles: designer, scientist, or writer. This study focused on the students (n = 9) who took the role of scientist and examined their science identity development. Data sources include digital surveys, semi-structured group interviews, and multimodal artifacts. Our qualitative analysis suggests that (a) composing with modes of choices could drive interests in science; (b) students connected science practices in classrooms with those in professional domains through taking the role of scientist; (c) taking hybrid roles (i.e., a combination of scientist and other roles) while composing with multiple modes contributed to the recognition of science in non-science careers. Based on these findings, we discuss the implications for cultivating positive science identities and engaging early adolescents in career exploration.
KW - Career exploration
KW - Multimodal composing
KW - Role-taking
KW - Science identity
KW - Science practice
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U2 - 10.1007/s11423-020-09816-y
DO - 10.1007/s11423-020-09816-y
M3 - Article
AN - SCOPUS:85089403186
SN - 1042-1629
VL - 68
SP - 3187
EP - 3212
JO - Educational Technology Research and Development
JF - Educational Technology Research and Development
IS - 6
ER -