Abstract
This self-ethnography investigates what science engagement looks like in everyday life of a "science family" and how science identity emerges through such engagement. I systematically analyze recordings made over a year of science engagement in one family, showing how science was infused in many aspects of its life. However, whereas this engagement supported the development of a science-person identity for one child, it worked to develop a science-antagonist identity for the other. To explore how positioning and roles may help elucidate such local variation, I zoom in on the moment-by-moment interaction in one illuminating event. The analysis reveals how repeating identification within everyday family interactions can help explain differences in identity development. It suggests considering informal science learning environments also as leading to alienation from science and exploring how equal access to science is denied in subtle ways that go beyond socio-historical categories.
| Original language | English |
|---|---|
| Pages (from-to) | 41-47 |
| Number of pages | 7 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 1 |
| Issue number | 2018-June |
| State | Published - 1 Jan 2018 |
| Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: 23 Jun 2018 → 27 Jun 2018 |
Keywords
- Family learning
- Identity
- Informal science learning
- Parent-child interaction
- Roles and positioning
- Self-ethnography
- Socio-cultural theory
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education