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- W2940321895 abstract "In this paper, we present learnings from a pilot study that brought pre-service teachers (PSTs) and undergraduate science majors (USMs) into contact with disadvantaged youth through science lessons offered in an out-of-school-time context. The program, Teaching Science in the Zone , had the goals of elicited youths’ science-related talk, and supporting their identity work. However, the success of the teaching project was limited, as preliminary analysis suggests that novice teachers were more focused on achieving instructional goals and ‘delivering content’ than on facilitating youths’ science talk, curiosity, and identification with science. Interview data along with video diaries, field notes and reflection data were collected from 6 PSTs and USMs participating in the program. This paper reports on three USMs identity work in relation to science and science teaching. Findings suggest that although they all discuss access to various forms of ‘science capital’ in narrating their trajectories into science, they do so in ways that suggest different forms of engagement with science. We argue that these different forms of engagement in science may impact the orientations USMs take to teaching science in OST contexts, and at the same time influence their science identity trajectories." @default.
- W2940321895 created "2019-04-25" @default.
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- W2940321895 date "2018-12-13" @default.
- W2940321895 modified "2023-09-26" @default.
- W2940321895 title "Undergraduate Science Majors’ orientations to science and teaching in an out-of-school-time science outreach program." @default.
- W2940321895 hasPublicationYear "2018" @default.
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