Literaturnachweis - Detailanzeige
| Autor/inn/en | Huffmyer, Ariana S.; O'Neill, Tara; Lemus, Judith D. |
|---|---|
| Titel | Evidence for Professional Conceptualization in Science as an Important Component of Science Identity |
| Quelle | In: CBE - Life Sciences Education, 21 (2022) 4, Artikel 76 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1187/cbe.20-12-0280 |
| Schlagwörter | STEM Education; Student Participation; Scientific Research; Community College Students; Females; Marine Education; Student Interests; Science Interests; STEM Careers; Self Concept; Competence; Science Process Skills; Skill Development |
| Abstract | Experience in research facilitates development of science identity and encourages undergraduate student persistence along the pathway to careers in science, technology, engineering, and math (STEM). Participation in authentic research can foster identity development by influencing a sense of belonging, recognition, interest, and performance and competence in science. We examine science identity in a group of five community college women in marine science during a 2-year study in which students participated in a research experience. We used interviews, surveys, identity artifacts, and significant circles before and after the research experience in a thematic analysis to explore identities and examine their intentions, interests, perspectives, and aspirations for a future career. Participation in research provided opportunities for students to gain conceptual understanding of themselves and their abilities in science as well as explore and clarify their professional interests. This work builds upon our current understanding by providing evidence that conceptualization of career trajectories and self as a science professional is an important component of identity. Exploring career options and developing professional conceptualization are critical components in science research experiences and warrants additional study to understand the role of professional conceptualization in shaping student trajectories in STEM. (As Provided). |
| Anmerkungen | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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