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Abstract: Many researchers and educators working to engage students in
learning science by doing science have asked: How can we get students to make sense of the
world around them, construct and critique ideas, and recognize and articulate problems
needing to be solved? Furthermore, how can we help students develop strong disciplinary
identities as well as productive disciplinary feelings, ... read moredispositions, and beliefs? These
questions were the motivations for this dissertation, which is an in-depth study of three
cases of students doing science, ranging from minutes to years. For each of these studies,
I explore the dynamics involved in students' scientific engagement and I identify the
factors that contributed to starting and sustaining it. In particular, these cases reveal
how affective and epistemological dynamics contribute to the emergence and stability of
students' engagement and how responsive instruction can support these
dynamics.
Thesis (Ph.D.)--Tufts University, 2017.
Submitted to the Dept. of Education.
Advisor: David Hammer.
Committee: Barbara Brizuela, Eve Manz, and Jessica Watkins.
Keyword: Science education.read less
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