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Understanding high school students’ science internship: at the intersection of secondary school science and university science

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dc.contributor.author Hsu, Pei-Ling
dc.date.accessioned 2008-08-28T21:35:56Z
dc.date.available 2008-08-28T21:35:56Z
dc.date.copyright 2008 en_US
dc.date.issued 2008-08-28T21:35:56Z
dc.identifier.uri http://hdl.handle.net/1828/1096
dc.description.abstract In this dissertation I explore the nature of an internship for high school students in a university science laboratory and the issues that arise from it. The investigation of science internships is relatively new to science education; therefore, this exploration is urgently needed. Twenty-one participants were involved in the internship experience, including 13 students, one teacher, two research scientists, and five technicians. Data sources include observations, field notes, and videotapes. Drawing on four coherent and complementary research tools—cultural-historical activity theory, discourse analysis, conversation analysis, and phenomenography, I articulate a variety of phenomena from multiple perspectives. The phenomena identified in the dissertation include (a) the discursive resources deployed by a teacher for interesting and inviting students to participate in science; (b) the discursive resources high school students used for articulating their interests in science-related careers; (c) the natural pedagogical conversations for accomplishing the work of teaching and learning during the internship; (d) the theoretical concepts mobilized for describing the unfolding of science expertise in the internship; (e) participants’ ways of experiencing the science internship; and (f) students’ understandings of scientific practice after participating in the internship. The study identifies many useful resources for understanding the nature of the science internship and provides a foundation for future research. The findings reported here will also serve others as a springboard for establishing partnerships between high schools and science communities and improving teaching and learning in science education. en_US
dc.language English eng
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.subject science internship en_US
dc.subject science eduction en_US
dc.subject authentic science en_US
dc.subject discourse studies en_US
dc.subject internship interaction en_US
dc.subject internship experience en_US
dc.subject discourse analysis en_US
dc.subject conversation analysis en_US
dc.subject phenomenography en_US
dc.subject activity theory en_US
dc.subject.lcsh UVic Subject Index::Humanities and Social Sciences::Education::Science--Study and teaching en_US
dc.subject.lcsh UVic Subject Index::Humanities and Social Sciences::Education::Education, Secondary en_US
dc.title Understanding high school students’ science internship: at the intersection of secondary school science and university science en_US
dc.type Thesis en_US
dc.contributor.supervisor Roth, Wolff-Michael
dc.degree.department Dept. of Curriculum and Instruction en_US
dc.degree.level Doctor of Philosophy Ph.D. en_US
dc.identifier.bibliographicCitation Hsu, P.-L., & Roth, W.-M. (in press). Introducing science: An analysis of teacher discourse that presents real science activities to high school students. Research in Science Education. DOI: 10.1007/s11165-008-9094-9. en_US
dc.identifier.bibliographicCitation Hsu, P.-L., Roth, W.-M. & Mazumder, A. (in press). Natural pedagogical conversations in a high school students’ internship. Journal of Research in Science Teaching. DOI: 10.1002/tea.20275. en_US
dc.identifier.bibliographicCitation Hsu, P.-L., & Roth, W.-M. (in press). Lab technicians and high school student interns—Who is scaffolding whom?: On forms of emergent expertise. Science Education. DOI: 10.1002/sce.20289 en_US


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