How upper secondary students figure chemistry
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How upper secondary students figure chemistry. / Holmegaard, Henriette; Madsen, Lene Møller.
In: Chemistry Education Research and Practice, 2024.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - How upper secondary students figure chemistry
AU - Holmegaard, Henriette
AU - Madsen, Lene Møller
N1 - Publisher Copyright: © 2024 The Royal Society of Chemistry.
PY - 2024
Y1 - 2024
N2 - The formation of chemistry identities among students is closely linked to the norms and practices prevalent in their chemistry learning environments. However, these norms may not be equally accessible or aligned with formal assessment criteria, leading to disparities for students in cultivating a positive chemistry identity. This study investigates how students conceptualise chemistry and the opportunities it affords for identity formation. Drawing upon the theoretical frameworks of figured worlds and science identity, data were collected from 45 upper secondary school students across three Danish schools through classroom observations and focus groups. The findings reveal that students perceive the laboratory and classroom settings as distinct in purpose, nature, and relevance, with varying degrees of celebration for enacted performance in each. While work in and related to the laboratory is highly valued by both students and teachers, individual enacted performance in the classroom is often equated with proficiency in chemistry. However, implicit norms for example governing the division of labour in laboratories indicate an inequitable distribution of tasks and underscore the need for a more equitable approach to identity formation in chemistry education.
AB - The formation of chemistry identities among students is closely linked to the norms and practices prevalent in their chemistry learning environments. However, these norms may not be equally accessible or aligned with formal assessment criteria, leading to disparities for students in cultivating a positive chemistry identity. This study investigates how students conceptualise chemistry and the opportunities it affords for identity formation. Drawing upon the theoretical frameworks of figured worlds and science identity, data were collected from 45 upper secondary school students across three Danish schools through classroom observations and focus groups. The findings reveal that students perceive the laboratory and classroom settings as distinct in purpose, nature, and relevance, with varying degrees of celebration for enacted performance in each. While work in and related to the laboratory is highly valued by both students and teachers, individual enacted performance in the classroom is often equated with proficiency in chemistry. However, implicit norms for example governing the division of labour in laboratories indicate an inequitable distribution of tasks and underscore the need for a more equitable approach to identity formation in chemistry education.
UR - http://www.scopus.com/inward/record.url?scp=85200332732&partnerID=8YFLogxK
U2 - 10.1039/d4rp00145a
DO - 10.1039/d4rp00145a
M3 - Journal article
AN - SCOPUS:85200332732
JO - Chemistry Education Research and Practice
JF - Chemistry Education Research and Practice
SN - 1109-4028
ER -
ID: 402880846