Disciplinarity and literate activity in science: tracing pathways of becoming, writing and practice
Durst, Sarah Marie
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https://hdl.handle.net/2142/105738
Description
Title
Disciplinarity and literate activity in science: tracing pathways of becoming, writing and practice
Author(s)
Durst, Sarah Marie
Issue Date
2019-05-20
Director of Research (if dissertation) or Advisor (if thesis)
Prior, Paul
Doctoral Committee Chair(s)
Prior, Paul
Committee Member(s)
Lindgren, Robb
Bresler, Liora
Haas Dyson, Anne
Department of Study
Curriculum and Instruction
Discipline
Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
literate practice
disciplinarily
Abstract
In 2013, the Next Generation Science Standards outlined eight practices or “habits of mind” that students must possess in order to “do science”. Rather than accept these practices as truth, this dissertation explores, from the perspective of the university scientists, how they came to engage in scientific inquiry on-the-job and across various sites of engagement. Furthermore, I sought to understand how science is taken up in classrooms that are enacting curriculum undergirded by these nationally legislated standards. Specifically, this project focused on the literate practices of participants in the scientific community and in one secondary science. Using a variety of ethnographic methodologies included retrospective accounts, drawing protocols, tracing practice across sites of engagement, and auto-ethnography, this research provides a deep dive into how participants engage in science and create knowledge across sites. Findings from this study suggest a renewed attention to representations of scientific practice that recognizes and grapples with the breadth of resources, both linguistic and semiotic, that adult scientists and students in science classes exhibit in the construction of scientific knowledge.
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