Abstract

STEM Education and Science Identity Formation

Ellina Chernobilsky

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As the world struggles with the COVID pandemic, one question that keeps coming up in conversations
among educators is how to teach students amid the uncertainty. Specifically, the difficulty is with
teaching subjects that require hands-on learning in order to master the concepts and make them one’s
own. Today, however, I would like to pose a different, more global question: How can we help
students identify with science in a deeper, more meaningful way? How can we help students
develop what is known as science identity?

References

Bordova, E. & Leong, D.J. (2005). The importance of play: Why children need to play. Early Childhood today, 20(1), 6-7.

Henrandez, P.R. et al (2017). Promoting professional identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students. PLoS ONE 12(11): e0187531. https://doi.org/10.1371/journal.pone.0187531

Hidi, S., & Reninger, K.A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.

Sage2YC (nd). Science identity. Retrieved from https://serc.carleton.edu/sage2yc/sci_id.html

Symeonidis, V., & Schwarz, J. F. (2016). Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland. Forum Oświatowe, 28(2), 31–47. Retrieved from: http://www.edite.eu/wp-content/uploads/2017/11/Phenomenon-based-teaching-and-learning-through-the-pedagogical-lenses-of-phenomenology_The-recent-curriculum-reform-in-Finland.pdf