- Volume 36 Issue 3
DOI QR Code
Science High School Students' Shift in Scientific Practice and Perception Through the R&E Participation: on the Perspective of Legitimate Peripheral Participation in the Community of Practice
과학고등학교 학생들이 R&E 참여 과정에서 드러내는 과학적 실행 및 인식 변화 -실행공동체 내에서의 합법적 주변 참여의 관점에서-
- Received : 2016.03.21
- Accepted : 2016.05.05
- Published : 2016.06.30
Learning at the elbow of scientist is a well-known educational approach to improve students' understanding of science and scientific practice. This study, in the perspective of legitimate peripheral participation in a community of practice, explores how students' scientific practice and perception could be shifted through R&E program with the development of participation. Data from participant observation for 18 months and in-depth interviews were analyzed based on constant comparative method to extract common characteristics of students' participation and major shifts in their scientific practices and perceptions. Students' development of participation was categorized into three stages: legitimate, peripheral, and full participation. In the stage of peripheral participation, students perceived themselves as mere students and showed passive engagement. They just followed the directions of researchers and didn't know what they should be doing. But through continuous participation, students showed enhanced engagement like voluntary article reading, role assignments, and establishing norms in a community of practice with the reference of scientists'. In this stage of transitional participation, students also showed a deepened perception on everyday life of scientist and the community of scientist. And finally in the stage of full participation, students showed responsibility and ownership on research and continuous efforts to refine their research. They recognized themselves as beginning scientists. With these findings, this paper highlighted the dynamic processes of students' development of scientific practices and identity through R&E participation. It also suggests implications for research programs for education, especially for students who have already articulated a science-related career but still have only foggy notions about science.
R&E;community of practice;legitimate peripheral participation
- Barab, S. A., & Hay, K. (2001). Doing science at the elbow of experts: Issues related to the science apprenticeship camp. Journal of Research in Science Teaching, 38(1), 70-102. https://doi.org/10.1002/1098-2736(200101)38:1<70::AID-TEA5>3.0.CO;2-L
- Bell, R. L., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a scientific apprenticeship program on highschool students' understanding of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487-509. https://doi.org/10.1002/tea.10086
- Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. https://doi.org/10.1002/tea.20237
- Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage Publications.
- Comeaux, p., & Huber, R. (2001). Students as scientists: Using interactive technologies and collaborative inquiry in an environmental science project for teachers and their students. Journal of Science Teacher Education, 12(4), 235-252. https://doi.org/10.1023/A:1014226110211
- Donahue, T. P., Lewis, L. B., Price, L. F., & Schmidt, D. A. (1998). Bringing science to life through community-based watershed education. Journal of Science Education and Technology, 7(1), 15-23. https://doi.org/10.1023/A:1022528030956
- Gazley, J. L., Remich, R., Naffiziger-Hirsch, M. E., Keller, J., Campbell, P. B., & McGee, R. (2014). Beyond preparation: Identity, cultural capital, and readiness for graduate school in the biomedical sciences. Journal of Research in Science Teaching, 51(8), 1021-1048. https://doi.org/10.1002/tea.21164
- Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.
- Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436-445. https://doi.org/10.2307/798843
- Goulart, M., I., & Roth, W. M. (2010). Engaging young children in collective curriculum design. Cultural Studies of Science Education, 5(3), 533-562. https://doi.org/10.1007/s11422-009-9196-3
- Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M.. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978-1003.
- Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
- Houseal, A. K., Abd-El-Khalick, F., & Destefano, L. (2014). Impact of a student-teacher-scientist partnership on students' and teachers' content knowledge, attitudes toward science, and pedagogical practices. Journal of Research in Science Teaching, 51(1), 84-115. https://doi.org/10.1002/tea.21126
- Hsu, P. L., Eijck, M., & Roth W. M. (2010). Students' representations of scientific practice during a science internship: Reflections from an activity-theoretic perspective. International Journal of Science Education, 32(9), 1243-1266. https://doi.org/10.1080/09500690903029563
- Hunter, A., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91(1), 36-74. https://doi.org/10.1002/sce.20173
- Johnson, A., Brown, J., Carlone, H., & Cuevas, A. K. (2011). Authoring identity amidst treacherous terrain of science: A multiracial feminist examination of the journeys of the three women of color in science. Journal of Research in Science Teaching, 48(4), 339-366. https://doi.org/10.1002/tea.20411
- Jung, H. C., Chae, Y., & Ryu, C. R. (2012a). Study on research and education (R&E) programs in science high schools and science academies: Focusing on the differences of perceptions between students and mentors. Journal of the Korean Association for Research in Science Education, 32(7), 1139-1156. https://doi.org/10.14697/jkase.2012.32.7.1139
- Jung, H. C., Ryu, C. R., & Chae, Y. (2012b). Research and education (R&E) programs in science high schools and gifted high schools: Based on the interview results with R&E coordinators. Journal of Gifted and Talented Education, 22(2), 243-264. https://doi.org/10.9722/JGTE.2012.22.2.243
- Kang, S. J., Kim, H. J., Lee, G. J., Kwon, Y. S., Kim, M. H., Kim, Y. S., Kim, Y. H., Shin, H. S., Lim H. Y., & Ha, J. H. (2009). A study of scientifically gifted high school students' perceptions on the research and education program. Journal of Korean Association for Research in Science Education, 29(6), 626-638.
- Kim, K., & Sim, J. Y. (2008). Scientifically gifted students' perception on the impact of R&E program based on KAIST freshmen survey. Journal of Korean Association for Research in Science Education, 28(4), 282-290.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
- Lee, M., & Kim, H. B. (2011). Exploring middles school students' learning development through science magazine project with focus on the perspective of participation. Journal of the Korean Association for Research in Science Education, 31(2), 256-270.
- Lee, M., & Kim, H. B. (2014). Funds of knowledge and features of teaching and learning in the hybrid space of middle school science class: Focus on 7th grade biology. Journal of the Korean Association for Research in Science Education, 34(8), 731-744. https://doi.org/10.14697/jkase.2014.34.8.0731
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury PA, CA: Sage Publications.
- Malone, K. R., & Barabino, G. (2009). Narrations of race in STEM research setting: Identity formation and its discontents. Science Education, 93(3), 485-510. https://doi.org/10.1002/sce.20307
- Moss, D. M., Abrams, E. D., & Kull, J. A. (1998). Can we be scientists too? Secondary students' perceptions of scientific research from a project-based classroom. Journal of Science Education and Technology, 7, 149-161. https://doi.org/10.1023/A:1022564507639
- Oh, P. S. (2006). Participation metaphor for learning and its implication for science teaching and learning. Journal of Korean Earth Science Society, 27(2), 140-148.
- O'Neill, D. K., & Polman, J. L. (2004). Why educate ‘little scientist?' Examining the potential of practice-based scientific literacy. Journal of Research in Science Teaching, 41(3), 234-266. https://doi.org/10.1002/tea.20001
- Park, J., Jang, K., & Kim, I. (2009). An analysis of the actual processes of physicists' research and the implications for teaching scientific inquiry in school. Research in Science Education, 39(1), 111-129. https://doi.org/10.1007/s11165-008-9079-8
- Sadler, T. D., Burgin, S., McKinney, L., & Ponjuan, L. (2010). Learning science through research apprenticeships: A critical review of the literature. Journal of Research in Science Teaching, 47(3), 235-256.
- Seymour, E., Hunter, A. B., Laursen, Sl. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the science: First findings from a three year study. Science Education, 88(4), 493-534. https://doi.org/10.1002/sce.10131
- Sfard, A. (1998). On two metaphor for learning and the dangers of choosing just one. Educational Researcher, 27(2), 14-11. https://doi.org/10.3102/0013189X027005014
- Sfard, A. & Prusak, A. (2005). Telling identities: In search of an analytic tools for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14-22.
- Tan, E. & Barton, A. C., Kang, H., & O'Neill, T. (2013). Desiring a career in STEM-related fields: How middle school girls articulate and negotiate identities-in-practice in science. Journal of Research in Science Teaching, 50(10), 1143-1179. https://doi.org/10.1002/tea.21123
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
- Wenger, E., Mcdermott, R., & Synder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston: Harvard Business School Press.
- Wormstead, S. J., Becker, M. L., & Congalton, R. G. (2002). Tools for successful student-teacher-scientist partnership. Journal of Science Education and Technology,11(3), 277-284. https://doi.org/10.1023/A:1016076603759
- Yoon, S. (2006). A study of the process by which online school students move from legitimate peripheral participants to full participants. Journal of Educational Technology, 22(3), 57-93. https://doi.org/10.17232/KSET.22.3.57
Grant : BK21플러스
Supported by : 서울대학교