Abstract
AbstractIt is generally considered that students who want to become scientists engage in scientific practices as university students, particularly when pursuing postgraduate studies. However, schools and teachers can help students participate in authentic scientific and disciplinary practices, such as data sampling and analysis, in high school. The authors explore the case of a Mexican high school student whose experience in becoming a published scientific author was afforded through the synergy of different factors, such as a specific school’s curriculum, a teacher’s pedagogy based on his real experience as a scientist, and an institutional context that favors scientific endeavors. The findings are discussed based on Moje’s framework of common disciplinary practices and Knorr‐Cetina’s definition of habitual and epistemic practices.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
