Book chapter
Connecting Curricular Design and Student Identity Change: An Epistemic Network Analysis
Advances in Quantitative Ethnography, pp 155-169
22 Jan 2021
Abstract
This paper reports findings from session 3 of the play-based course Virtual City Planning, which supported the exploration of environmental science identities. The Projective Reflection theoretical framework structured course design and implementation as well as assessment of student data for 18 middle schoolers in a local science museum. Epistemic Network Analysis was used to visualize different processes of identity exploration enacted each week as supported by curricular activities, supported by in-depth qualitative examinations of student reflections. Results illustrated connections between the design of each week’s activities and the facets of identity on which students focused, highlighting the potential of such intentionally designed environments for supporting identity exploration and the potential future acquisition of science careers. Implications for curricular design and identity assessment are discussed.
Metrics
27 Record Views
8 citations in Scopus
Details
- Title
- Connecting Curricular Design and Student Identity Change: An Epistemic Network Analysis
- Creators
- Amanda Barany - Drexel UniversityMamta Shah - RELX Group (Netherlands)Aroutis Foster - Drexel University
- Publication Details
- Advances in Quantitative Ethnography, pp 155-169
- Series
- Communications in Computer and Information Science
- Publisher
- Springer International Publishing; Cham
- Resource Type
- Book chapter
- Language
- English
- Academic Unit
- School of Education
- Scopus ID
- 2-s2.0-85101370678
- Other Identifier
- 991019174749804721