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Science identity development: how multimodal composition mediates student role-taking as scientist in a media-rich learning environment

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Abstract

Science identity has been widely discussed in recent years; however, research on its development in multimodal composing environments, especially in formal classroom settings, has yet to be fully investigated. This qualitative study unraveled the science identity development of sixth-grade students as they created multimodal science fiction stories in a STEAM course. Thirty-two students enrolled in the course and worked in groups of 3–5, and each student self-selected one of three roles: designer, scientist, or writer. This study focused on the students (n = 9) who took the role of scientist and examined their science identity development. Data sources include digital surveys, semi-structured group interviews, and multimodal artifacts. Our qualitative analysis suggests that (a) composing with modes of choices could drive interests in science; (b) students connected science practices in classrooms with those in professional domains through taking the role of scientist; (c) taking hybrid roles (i.e., a combination of scientist and other roles) while composing with multiple modes contributed to the recognition of science in non-science careers. Based on these findings, we discuss the implications for cultivating positive science identities and engaging early adolescents in career exploration.

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Acknowledgements

Part of the project was based upon work supported by the National Science Foundation under Grant Number 1713191. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Funding

Part of the project was based upon work supported by the National Science Foundation under Grant Number 1713191.

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Authors and Affiliations

  1. Department of Teacher Education and Learning Sciences, North Carolina State University, Poe Hall, 208, 2310 Stinson Dr, Raleigh, NC, 27695, USA

    Shiyan Jiang

  2. University of Miami, Coral Gables, FL, USA

    Ji Shen & Kristin Watson Kibler

  3. University of Arizona, Tucson, AZ, USA

    Blaine E. Smith

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  1. Shiyan Jiang
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  2. Ji Shen
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Correspondence to Shiyan Jiang.

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Jiang, S., Shen, J., Smith, B.E. et al. Science identity development: how multimodal composition mediates student role-taking as scientist in a media-rich learning environment. Education Tech Research Dev 68, 3187–3212 (2020). https://doi.org/10.1007/s11423-020-09816-y

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