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The purpose of the study is to investigate how science is learned in school and in an authentic setting, how the internship experience will unfold in the biology lab, and what is the high school students’ science related career aspiration before and after the lab activity. What could be breakthroughs and challenges when students cross the boundaries of school science and authentic science? What experience do the high school teachers, students and scientists have during the internship in the university lab? These are all the issues we want to investigate as part of node one of the CRYSTAL project.
References
- Bavelas, J.B., Kenwood, C., & Phillips, B. (2002). Discourse analysis. In M. Knapp&J. Daly(Eds.), Handbook of interpersonal communication (3rd., 102-129). Thousand Oaks, CA:Sage.
- Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki(Eds.), Perspectives on activity theory, 19-38 (Cambridge University Press)
- National Research Council. (1996). National Science Education Standards. Washington, D.C.: National Academy Press.
- Shepard, B., & Marshall, A. (1999). Possible selves mapping: Life-career exploration with young adolescents. Canadian Journal of Counselling, 33, 37-54.
- Packard, B.W.-L., and Nguyen,D. (2003). Science Career-Related Possible Selves of Adolescent Girls: A Longitudinal Study. Journal of Career Development, Vol. 29, No.4, 251-263.
- Uyeda, S., Madden, J., Brigham, L.A., Luft, J.A., and Washburne, J. (2002). Solving authentic Science Problems. The Science Teacher, Vol. 69 No. 1, 24-29.
| NODE 1 |
Authentic Science Opportunities for Youth |
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