Journal article
Facilitating and Interpreting High School Students' Identity Exploration Trajectories in STEM
The Journal of experimental education, v 89(3), pp 541-559
03 Jul 2021
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
This research project applied Projective Reflection (PR) as a theoretical and methodological framework to facilitate learning as identity exploration. PR was used to iteratively design and implement three versions of Virtual City Planning, an augmenting virtual learning environment (AVLE) course in a science museum classroom to support high school students' exploration of role-possible selves in STEM. In-game and in-class, student data were examined using Quantitative Ethnography (QE) to interpret unique trajectories of student identity exploration. This article reports two cases which supports integrated shifts in students' knowledge, interest and valuing, self-organization and self-control, and self-perceptions and self-definitions in the first iteration of the 9-week AVLE course. The article concludes with future directions to advance research on learning and identity in VLEs.
Metrics
Details
- Title
- Facilitating and Interpreting High School Students' Identity Exploration Trajectories in STEM
- Creators
- Mamta Shah - Drexel UniversityAroutis Foster - Drexel UniversityHamideh Talafian - Drexel UniversityAmanda Barany - Drexel UniversityMark E. Petrovich - Drexel University
- Publication Details
- The Journal of experimental education, v 89(3), pp 541-559
- Publisher
- Routledge
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education; Cinema and Television
- Web of Science ID
- WOS:000581158100001
- Scopus ID
- 2-s2.0-85094145769
- Other Identifier
- 991019168635704721
UN Sustainable Development Goals (SDGs)
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InCites Highlights
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- Collaboration types
- Industry collaboration
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research
- Psychology, Educational