Disciplinarity and literate activity in science: tracing pathways of becoming, writing and practice

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2019

Author dc:creator

• Durst, Sarah Marie

Contributors dc:contributor

• Prior, Paul
• Lindgren, Robb
• Bresler, Liora
• Haas Dyson, Anne

• literate practice
• disciplinarily

Statement dc:rights

• Copyright 2019 Sarah Durst

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/105738

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/105738