Understanding high school students’ science internship: at the intersection of secondary school science and university science
| dc.contributor.author | Hsu, Pei-Ling | |
| dc.contributor.supervisor | Roth, Wolff-Michael | |
| 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.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Doctor of Philosophy Ph.D. | en_US |
| 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.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 |
| dc.identifier.uri | http://hdl.handle.net/1828/1096 | |
| 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 |