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Science Education
written by Richard Kozoll and Margery Osborne
Despite the many hours students spend studying science, only a few relate to these subjects in such a manner that it becomes a part of their essential worldview and advances their education in a larger sense--one in which they make a connection to the subject matter so that it becomes a source of inspiration and occupies a formative position in their life. Using the hermeneutic/phenomenological sense of lifeworld as our "being in the world," we explore questions of identity in the teaching and learning of science. We suggest that by taking the notion of identity in science to include students' identities in their collective, inclusive of an orientation toward both who the student is and who he wants to become, we can enable this broader educative process. Science's link to lifeworld, identity, and self as well as the literature surrounding each are treated separately in the context of empirical case studies drawn from interviews with young college-aged migrant agricultural workers. This population of students is living within a distinct culture where ideological systems are spread across lines of ethnicity, class, and vocation that place this population of students at risk of dropping out of school. Given the nature of their circumstances and their desire to leave the life of migration behind, these students show how their perceptions of science are embedded within particular issues of lifeworld, identity, and self while illustrating their interrelationships.
Science Education: Volume 88, Issue 2, Pages 157-181
Subjects Levels Resource Types
Education - Basic Research
- Sample Population
= Ethnicity or Race
- Societal Issues
= Cultural Issues
= Race Issues
- Graduate/Professional
- Reference Material
= Research study
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Research Instrument
- Professional/Practitioners
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© 2004 Wiley Periodicals, Inc.
DOI:
10.1002/sce.10108
Keywords:
achievement, context-rich pedagogy, diversity, justice pedagogy, migrant students, schema, social justice
Record Creator:
Metadata instance created November 25, 2021 by Sam McKagan
Record Updated:
November 30, 2021 by Caroline Hall
Last Update
when Cataloged:
February 19, 2004
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Record Link
AIP Format
R. Kozoll and M. Osborne, Sci. Educ. 88 (2), 157 (2004), WWW Document, (https://doi.org/10.1002/sce.10108).
AJP/PRST-PER
R. Kozoll and M. Osborne, Finding meaning in science: Lifeworld, identity, and self, Sci. Educ. 88 (2), 157 (2004), <https://doi.org/10.1002/sce.10108>.
APA Format
Kozoll, R., & Osborne, M. (2004, February 19). Finding meaning in science: Lifeworld, identity, and self. Sci. Educ., 88(2), 157-181. Retrieved July 2, 2022, from https://doi.org/10.1002/sce.10108
Chicago Format
Kozoll, Richard, and Margery Osborne. "Finding meaning in science: Lifeworld, identity, and self." Sci. Educ. 88, no. 2, (February 19, 2004): 157-181, https://doi.org/10.1002/sce.10108 (accessed 2 July 2022).
MLA Format
Kozoll, Richard, and Margery Osborne. "Finding meaning in science: Lifeworld, identity, and self." Sci. Educ. 88.2 (2004): 157-181. 2 July 2022 <https://doi.org/10.1002/sce.10108>.
BibTeX Export Format
@article{ Author = "Richard Kozoll and Margery Osborne", Title = {Finding meaning in science: Lifeworld, identity, and self}, Journal = {Sci. Educ.}, Volume = {88}, Number = {2}, Pages = {157-181}, Month = {February}, Year = {2004} }
Refer Export Format

%A Richard Kozoll %A Margery Osborne %T Finding meaning in science: Lifeworld, identity, and self %J Sci. Educ. %V 88 %N 2 %D February 19, 2004 %P 157-181 %U https://doi.org/10.1002/sce.10108 %O application/pdf

EndNote Export Format

%0 Journal Article %A Kozoll, Richard %A Osborne, Margery %D February 19, 2004 %T Finding meaning in science: Lifeworld, identity, and self %J Sci. Educ. %V 88 %N 2 %P 157-181 %8 February 19, 2004 %U https://doi.org/10.1002/sce.10108


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