{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/105738"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/105738","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Disciplinarity and literate activity in science: tracing pathways of becoming, writing and practice","abstract":"In 2013, the Next Generation Science Standards outlined eight practices or “habits of mind” that students must possess in order to “do science”. Rather than accept these practices as truth, this dissertation explores, from the perspective of the university scientists, how they came to engage in scientific inquiry on-the-job and across various sites of engagement. Furthermore, I sought to understand how science is taken up in classrooms that are enacting curriculum undergirded by these nationally legislated standards. Specifically, this project focused on the literate practices of participants in the scientific community and in one secondary science. Using a variety of ethnographic methodologies included retrospective accounts, drawing protocols, tracing practice across sites of engagement, and auto-ethnography, this research provides a deep dive into how participants engage in science and create knowledge across sites. Findings from this study suggest a renewed attention to representations of scientific practice that recognizes and grapples with the breadth of resources, both linguistic and semiotic, that adult scientists and students in science classes exhibit in the construction of scientific knowledge.","abstract_html":"In 2013, the Next Generation Science Standards outlined eight practices or “habits of mind” that students must possess in order to “do science”. Rather than accept these practices as truth, this dissertation explores, from the perspective of the university scientists, how they came to engage in scientific inquiry on-the-job and across various sites of engagement. Furthermore, I sought to understand how science is taken up in classrooms that are enacting curriculum undergirded by these nationally legislated standards. Specifically, this project focused on the literate practices of participants in the scientific community and in one secondary science. Using a variety of ethnographic methodologies included retrospective accounts, drawing protocols, tracing practice across sites of engagement, and auto-ethnography, this research provides a deep dive into how participants engage in science and create knowledge across sites. Findings from this study suggest a renewed attention to representations of scientific practice that recognizes and grapples with the breadth of resources, both linguistic and semiotic, that adult scientists and students in science classes exhibit in the construction of scientific knowledge.","abstract_has_math":false,"creators":["Durst, Sarah Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Prior, Paul","Lindgren, Robb","Bresler, Liora","Haas Dyson, Anne"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-11-26T20:48:59Z","date_published":"2019-11-26T20:48:59Z","updated_at":"2026-07-22T22:24:45Z","subjects":["literate practice","disciplinarily"],"languages":["en"],"rights":["Copyright 2019 Sarah Durst"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/105738","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Prior, Paul","Lindgren, Robb","Bresler, Liora","Haas Dyson, Anne"]},{"key":"dc:creator","label":"Author","values":["Durst, Sarah Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-11-26T20:48:59Z","2021-11-27T10:15:33Z","2019-05-20","2019-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["literate practice","disciplinarily"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019 Sarah Durst"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/105738"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["In 2013, the Next Generation Science Standards outlined eight practices or “habits of mind” that students must possess in order to “do science”. Rather than accept these practices as truth, this dissertation explores, from the perspective of the university scientists, how they came to engage in scientific inquiry on-the-job and across various sites of engagement. Furthermore, I sought to understand how science is taken up in classrooms that are enacting curriculum undergirded by these nationally legislated standards. Specifically, this project focused on the literate practices of participants in the scientific community and in one secondary science. Using a variety of ethnographic methodologies included retrospective accounts, drawing protocols, tracing practice across sites of engagement, and auto-ethnography, this research provides a deep dive into how participants engage in science and create knowledge across sites. Findings from this study suggest a renewed attention to representations of scientific practice that recognizes and grapples with the breadth of resources, both linguistic and semiotic, that adult scientists and students in science classes exhibit in the construction of scientific knowledge.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2021-08-01","The student, Sarah Durst, accepted the attached license on 2019-05-14 at 15:17.","The student, Sarah Durst, submitted this Dissertation for approval on 2019-05-14 at 15:21.","This Dissertation was approved for publication on 2019-05-20 at 10:38.","DSpace SAF Submission Ingestion Package generated from Vireo submission #13974 on 2019-11-26 at 13:00:49","Made available in DSpace on 2019-11-26T20:48:59Z (GMT). No. of bitstreams: 2 DURST-DISSERTATION-2019.pdf: 2448791 bytes, checksum: c79c6ce92363e15e75d8dc4ef6cf6aae (MD5) LICENSE.txt: 4208 bytes, checksum: a7125badfd1185669eb3a630bacb0521 (MD5) Previous issue date: 2019-05-20","Embargo set by: Seth Robbins for item 112883 Lift date: 2021-11-26T20:49:41Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 112883 on 2021-11-27T10:15:33Z."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Disciplinarity and literate activity in science: tracing pathways of becoming, writing and practice"]}]}],"canonical_facts":{"dc:contributor":["Prior, Paul","Lindgren, Robb","Bresler, Liora","Haas Dyson, Anne"],"dc:creator":["Durst, Sarah Marie"],"dc:date":["2019-11-26T20:48:59Z","2021-11-27T10:15:33Z","2019-05-20","2019-08"],"dc:description":["In 2013, the Next Generation Science Standards outlined eight practices or “habits of mind” that students must possess in order to “do science”. Rather than accept these practices as truth, this dissertation explores, from the perspective of the university scientists, how they came to engage in scientific inquiry on-the-job and across various sites of engagement. Furthermore, I sought to understand how science is taken up in classrooms that are enacting curriculum undergirded by these nationally legislated standards. Specifically, this project focused on the literate practices of participants in the scientific community and in one secondary science. Using a variety of ethnographic methodologies included retrospective accounts, drawing protocols, tracing practice across sites of engagement, and auto-ethnography, this research provides a deep dive into how participants engage in science and create knowledge across sites. Findings from this study suggest a renewed attention to representations of scientific practice that recognizes and grapples with the breadth of resources, both linguistic and semiotic, that adult scientists and students in science classes exhibit in the construction of scientific knowledge.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2021-08-01","The student, Sarah Durst, accepted the attached license on 2019-05-14 at 15:17.","The student, Sarah Durst, submitted this Dissertation for approval on 2019-05-14 at 15:21.","This Dissertation was approved for publication on 2019-05-20 at 10:38.","DSpace SAF Submission Ingestion Package generated from Vireo submission #13974 on 2019-11-26 at 13:00:49","Made available in DSpace on 2019-11-26T20:48:59Z (GMT). No. of bitstreams: 2 DURST-DISSERTATION-2019.pdf: 2448791 bytes, checksum: c79c6ce92363e15e75d8dc4ef6cf6aae (MD5) LICENSE.txt: 4208 bytes, checksum: a7125badfd1185669eb3a630bacb0521 (MD5) Previous issue date: 2019-05-20","Embargo set by: Seth Robbins for item 112883 Lift date: 2021-11-26T20:49:41Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 112883 on 2021-11-27T10:15:33Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/105738"],"dc:language":["en"],"dc:rights":["Copyright 2019 Sarah Durst"],"dc:subject":["literate practice","disciplinarily"],"dc:title":["Disciplinarity and literate activity in science: tracing pathways of becoming, writing and practice"],"dc:type":["text"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:45Z"}