LEADER 04164nam 22007335 450 001 9910961986403321 005 20250609111953.0 010 $a9789462090422 010 $a9462090424 010 $a9789462090439 010 $a9462090432 024 7 $a10.1007/978-94-6209-043-9 035 $a(CKB)2550000001102473 035 $a(EBL)1106402 035 $a(OCoLC)823748156 035 $a(SSID)ssj0000879072 035 $a(PQKBManifestationID)11463998 035 $a(PQKBTitleCode)TC0000879072 035 $a(PQKBWorkID)10836463 035 $a(PQKB)10159538 035 $a(DE-He213)978-94-6209-043-9 035 $a(MiAaPQ)EBC3034764 035 $a(nllekb)BRILL9789462090439 035 $a(MiAaPQ)EBC1106402 035 $a(Au-PeEL)EBL3034764 035 $a(CaPaEBR)ebr10640310 035 $a(CaONFJC)MIL425867 035 $a(Au-PeEL)EBL1106402 035 $a(PPN)16834341X 035 $a(MiAaPQ)EBC4071493 035 $a(EXLCZ)992550000001102473 100 $a20121216d2012 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aIdentity Construction and Science Education Research $eLearning, Teaching, and Being in Multiple Contexts /$fedited by Maria Varelas 205 $a1st ed. 2012. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2012. 215 $a1 online resource (195 p.) 225 1 $aBold Visions in Educational Research ;$v35 300 $aDescription based upon print version of record. 311 08$a9789462090415 311 08$a9462090416 311 08$a9781283946179 311 08$a1283946173 320 $aIncludes bibliographical references. 327 $apt. 1. K-12 science learners in and out of schools -- pt. 2. Teachers and practitioners of science. 330 $aIn this edited volume, science education scholars engage with the constructs of identity and identity construction of learners, teachers, and practitioners of science. Reports on empirical studies and commentaries serve to extend theoretical understandings related to identity and identity development vis-à-vis science education, link them to empirical evidence derived from a range of participants, educational settings, and analytic foci, examine methodological issues in identity studies, and project fruitful directions for research in this area. Using anthropological, sociological, and socio-cultural perspectives, chapter authors depict and discuss the complexity, messiness, but also potential of identity work in science education, and show how critical constructs?such as power, privilege, and dominant views; access and participation; positionality; agency-structure dialectic; and inequities?are integrally intertwined with identity construction and trajectories. Chapter authors examine issues of identity with participants ranging from first graders to pre-service and in-service teachers, to physics doctoral students, to show ways in which identity work is a vital (albeit still underemphasized) dimension of learning and participating in science in, and out of, academic institutions. Moreover, the research presented in this book mostly concerns students or teachers with racial, ethno-linguistic, class, academic status, and gender affiliations that have been long excluded from, or underrepresented in, scientific practice, science fields, and science-related professions, and linked with science achievement gaps. This book contributes to the growing scholarship that seeks to problematize various dominant views regarding, for example, what counts as science and scientific competence, who does science, and what resources can be fruitful for doing science. 410 0$aBold Visions in Educational Research ;$v35 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a510.71 701 $aVarelas$b Maria$0941028 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910961986403321 996 $aIdentity Construction and Science Education Research$94328337 997 $aUNINA