An Activity Theory Analysis of African American Students' Experiences in Advanced Placement Science Courses

Autor/inn/en	Kang, Rui; Skinner, Felicia; Hyatt, Charles
Titel	An Activity Theory Analysis of African American Students' Experiences in Advanced Placement Science Courses
Quelle	In: School Science and Mathematics, 118 (2018) 8, S.358-369 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12305
Schlagwörter	Advanced Placement; Learning Experience; Science Instruction; Science Tests; Science Teachers; Biology; Environmental Education; African American Students; Student Attitudes; Student Behavior; Metacognition; Learning Strategies; Goal Orientation; Student Motivation; Equal Education; Community Support; High School Students; Disadvantaged + Suchen Sie Ihr Suchwort? Lernerfahrung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biologie; Umweltbildung; Umwelterziehung; Umweltpädagogik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Student behaviour; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zielorientierung; Zielvorstellung; Schulische Motivation; High school; High schools; Oberschule
Abstract	African American students have been systematically discouraged from taking advanced courses in science and math. In addition, low Advanced Placement (AP) exam passing rates among African American students raise further concerns regarding whether accessibility alone adequately addresses the issue of equity. However, little research has been conducted to understand African American students' learning experiences in AP science courses. The purpose of this research is twofold: (a) to gain deeper understandings of the behaviors and attitudes that African American students employ in their AP science courses, especially how they align their personal motives and goals with meaningful practices within the AP learning context, and (b) to offer an opportunity for science educators to re-conceptualize AP science learning environment from an Cultural-Historical Activity Theory (CHAT) perspective. The participants were four African American students enrolled in two AP courses: biology and environmental science. The primary data source was from semistructured interviews. Three major themes were identified: (a) exchange value dominating intrinsic value, (b) community support overcoming an oppositional cultural, and (c) metacognitive strategies disconnecting from conceptual understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01