Coupling epistemology and identity in explaining student interest in science

Jennifer Leigh Richards; Luke Conlin; Ayush Gupta; Andrew Elby

doi:10.1063/1.4789720

Coupling epistemology and identity in explaining student interest in science

Jennifer Leigh Richards, Luke Conlin, Ayush Gupta, Andrew Elby

School of Education and Social Policy

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

1 Scopus citations

Abstract

In this paper, we present the case of Estevan, an eighth-grader from Honduras whose interest in science lies primarily at the intersection of personal epistemology and identity. Drawing on video data from classroom interactions as well as interviews with Estevan and his teacher, Ms. K, we show how Estevan's passionate engagement in sensemaking about the seasons arose from an alignment between his epistemological stance that science involves figuring things out for yourself and his enacted identity as someone who faces challenges head-on. We use Estevan's case to highlight the importance of remaining open to the multiplicity of connections that might exist between interest in science and students' identities and to motivate looking deeper into such issues before prescribing how to engage students in science.

Original language	English (US)
Title of host publication	2012 Physics Education Research Conference
Editors	N. Sanjay Rebello, Paula V. Engelhardt, Alice D. Churukian
Publisher	American Institute of Physics Inc.
Pages	334-337
Number of pages	4
ISBN (Electronic)	9780735411340
DOIs	https://doi.org/10.1063/1.4789720
State	Published - 2013
Event	2012 Physics Education Research Conference, PERC 2012 - Philadelphia, United States Duration: Aug 1 2012 → Aug 2 2012

Publication series

Name	AIP Conference Proceedings
Volume	1513
ISSN (Print)	0094-243X
ISSN (Electronic)	1551-7616

Other

Other	2012 Physics Education Research Conference, PERC 2012
Country/Territory	United States
City	Philadelphia
Period	8/1/12 → 8/2/12

Funding

This work is supported in part by the National Science Foundation under grant DUE #0831970, Minority Student Pipeline MSP. The views expressed are those of the authors and not necessarily shared by the National Science Foundation. We thank the Physics Education Research Group at the University of Maryland, College Park, and the “Affect Gang” (University of Maryland, College Park, and Tufts University) for viewing and providing thoughts on the video data.

Keywords

Engagement
Epistemology
Identity
Interest

ASJC Scopus subject areas

General Physics and Astronomy

Access to Document

10.1063/1.4789720

Cite this

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title = "Coupling epistemology and identity in explaining student interest in science",

abstract = "In this paper, we present the case of Estevan, an eighth-grader from Honduras whose interest in science lies primarily at the intersection of personal epistemology and identity. Drawing on video data from classroom interactions as well as interviews with Estevan and his teacher, Ms. K, we show how Estevan's passionate engagement in sensemaking about the seasons arose from an alignment between his epistemological stance that science involves figuring things out for yourself and his enacted identity as someone who faces challenges head-on. We use Estevan's case to highlight the importance of remaining open to the multiplicity of connections that might exist between interest in science and students' identities and to motivate looking deeper into such issues before prescribing how to engage students in science.",

keywords = "Engagement, Epistemology, Identity, Interest",

author = "Richards, {Jennifer Leigh} and Luke Conlin and Ayush Gupta and Andrew Elby",

note = "Funding Information: This work is supported in part by the National Science Foundation under grant DUE #0831970, Minority Student Pipeline MSP. The views expressed are those of the authors and not necessarily shared by the National Science Foundation. We thank the Physics Education Research Group at the University of Maryland, College Park, and the “Affect Gang” (University of Maryland, College Park, and Tufts University) for viewing and providing thoughts on the video data. Publisher Copyright: {\textcopyright} 2013 American Institute of Physics.; 2012 Physics Education Research Conference, PERC 2012 ; Conference date: 01-08-2012 Through 02-08-2012",

year = "2013",

doi = "10.1063/1.4789720",

language = "English (US)",

series = "AIP Conference Proceedings",

publisher = "American Institute of Physics Inc.",

pages = "334--337",

editor = "Rebello, {N. Sanjay} and Engelhardt, {Paula V.} and Churukian, {Alice D.}",

booktitle = "2012 Physics Education Research Conference",

}

Richards, JL, Conlin, L, Gupta, A & Elby, A 2013, Coupling epistemology and identity in explaining student interest in science. in NS Rebello, PV Engelhardt & AD Churukian (eds), 2012 Physics Education Research Conference. AIP Conference Proceedings, vol. 1513, American Institute of Physics Inc., pp. 334-337, 2012 Physics Education Research Conference, PERC 2012, Philadelphia, United States, 8/1/12. https://doi.org/10.1063/1.4789720

Coupling epistemology and identity in explaining student interest in science. / Richards, Jennifer Leigh; Conlin, Luke; Gupta, Ayush et al.
2012 Physics Education Research Conference. ed. / N. Sanjay Rebello; Paula V. Engelhardt; Alice D. Churukian. American Institute of Physics Inc., 2013. p. 334-337 (AIP Conference Proceedings; Vol. 1513).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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N1 - Funding Information: This work is supported in part by the National Science Foundation under grant DUE #0831970, Minority Student Pipeline MSP. The views expressed are those of the authors and not necessarily shared by the National Science Foundation. We thank the Physics Education Research Group at the University of Maryland, College Park, and the “Affect Gang” (University of Maryland, College Park, and Tufts University) for viewing and providing thoughts on the video data. Publisher Copyright: © 2013 American Institute of Physics.

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AB - In this paper, we present the case of Estevan, an eighth-grader from Honduras whose interest in science lies primarily at the intersection of personal epistemology and identity. Drawing on video data from classroom interactions as well as interviews with Estevan and his teacher, Ms. K, we show how Estevan's passionate engagement in sensemaking about the seasons arose from an alignment between his epistemological stance that science involves figuring things out for yourself and his enacted identity as someone who faces challenges head-on. We use Estevan's case to highlight the importance of remaining open to the multiplicity of connections that might exist between interest in science and students' identities and to motivate looking deeper into such issues before prescribing how to engage students in science.

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ER -

Coupling epistemology and identity in explaining student interest in science

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