Please use this identifier to cite or link to this item:
|Title:||Becoming, being, and sometimes leaving: A longitudinal ethnographic perspective of climate scientists’ participation in science and education|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Walsh, E. (2018). Becoming, being, and sometimes leaving: A longitudinal ethnographic perspective of climate scientists’ participation in science and education . 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 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||The learning of socio-scientific knowledge and practices in and out of school is facilitated by the participation of working scientists. In 2016, I interviewed 18 key informant climate scientists from a longitudinal ethnographic study initially conducted in 2009-2012, to examine how their participation in education and communication had evolved over time. Findings indicate that scientists’ science and SEC identities were intertwined. Further, science and SEC trajectories were shaped by an increasingly polarized social context, as well as scientific structures that limited stability and at times misaligned with scientists’ values.|
|Appears in Collections:||ICLS 2018|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.