Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/741
Title: Science Engagement and Identities in Everyday Family Life
Authors: Vedder-Weiss, Dana
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Vedder-Weiss, D. (2018). Science Engagement and Identities in Everyday Family Life. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.
Abstract: This self-ethnography investigates what science engagement looks like in everyday life of a "science family" and how science identity emerges through such engagement. I systematically analyze recordings made over a year of science engagement in one family, showing how science was infused in many aspects of its life. However, whereas this engagement supported the development of a science-person identity for one child, it worked to develop a science-antagonist identity for the other. To explore how positioning and roles may help elucidate such local variation, I zoom in on the moment-by-moment interaction in one illuminating event. The analysis reveals how repeating identification within everyday family interactions can help explain differences in identity development. It suggests considering informal science learning environments also as leading to alienation from science and exploring how equal access to science is denied in subtle ways that go beyond socio-historical categories.
URI: https://doi.dx.org/10.22318/cscl2018.41
https://repository.isls.org//handle/1/741
Appears in Collections:ICLS 2018

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