Examining sixth graders’ science identity development in a multimodal composing environment

Shiyan Jiang, Ji Shen, Blaine Smith, Kristin W. Kibler

Research output: Contribution to journalConference article

1 Scopus citations

Abstract

This study explored sixth graders’ science identity development in an integrated STEAM course. Data sources include online surveys, semi-structured group interviews, and students’ multimodal artifacts. The results showed that (1) Multimodal composing practices extended students’ understanding of scientific knowledge and practices; (2) Taking the role of scientist made students actively think about what scientists would do in their professions; (3) Some students developed hybrid roles to resolve science identity conflicts and transitions.

Original languageEnglish (US)
Pages (from-to)1587-1588
Number of pages2
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume3
Issue number2018-June
StatePublished - Jan 1 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

Keywords

  • Multimodality
  • Role-taking
  • Science identity
  • Scientific knowledge and practice

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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