Abstract
ABSTRACT Science internship has been suggested as an effective way of engaging high school students in science inquiry. Research has investigated the impacts of science internship on students' science knowledge, skills, attitudes, interests, identity, confidence, and career aspirations. However, little research has studied how high school students position scientists in an internship. Drawing on dialogic self-theory, this qualitative study investigated how students positioned their relationships with scientists in a science internship using students' journals and interviews. Our analysis identified nine different positions of high school students towards scientists. They viewed scientists as busy faculty, expert, evaluator, feedback provider, effective instructor, patient listener, life-long learner, role model, and talent scout. These findings can help scientists and programme designers to tailor and improve future science internship designs and activities, and can contribute to understanding the process of science identity development. Importantly, this study demonstrates an alternative approach to understanding students' views of scientists.
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.
