Learning Science From Childhood to Adulthood: Life Stories of Chilean and American Doctoral Students in Relation to Their Experiences and Visions About the Nature of Open and Closed Science
DOI:
https://doi.org/10.15359/ree.27-1.14510Keywords:
Higher education, learning science, qualitative study, formal education, informal education, nature of scienceAbstract
Objective. The purpose of this research was to explore how doctoral students in the United States and Chile have experienced their careers in the life sciences, and how they have perceived the nature of science (NoS) throughout their lives, including their activities as doctoral students working in laboratories. Methodology. The narrative design of this qualitative study included individual life story interviews with 10 Chilean and 10 American doctoral students; it was applied a semi-structured questionnaire that delved into their experiences of learning science from childhood to adulthood. The work with the collected data was carried out from a thematic analysis combined with the use of qualitative analysis software to codify the transcribed interviews. Analysis of results. The socialization process in the practice of doing science was similar for Chilean and American students in terms of the different stages of life, particularly in the doctorate stage, where the interviewees referred to creativity as a characteristic of the NoS. Conclusions. This raises a discussion on the role of the family, teachers, school, university, and teacher guides as socializing agents in science in different cultures.
References
Ainley, M. y Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36(1), 4-12. https://doi.org/10.1016/j.cedpsych.2010.08.001
Andre, L., Durksen, T. y Volman, M. L. (2017). Museums as avenues of learning for children: A decade of research. Learning Environments Research, 20(1), 47-76. https://doi.org/10.1007/s10984-016-9222-9
Archer, L. y DeWitt, J. (2016). Understanding young people’s science aspirations: How students form ideas about ‘becoming a scientist’. Taylor & Francis. https://doi.org/10.4324/9781315761077
Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. y Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren’s constructions of science through the lens of identity. Science Education, 94(4), 617-639. https://doi.org/10.1002/sce.20399
Atkinson, R. (2002). The life story interview. En J. F. Gubrium y J. A. Holstein (Eds.), Handbook of interview research: Context & method (pp. 121-140). Sage Publishing.
Barak, M., Ashkar, T. y Dori, Y. J. (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56(3), 839-846. https://doi.org/16/j.compedu.2010.10.025
Baram‐Tsabari, A. y Yarden, A. (2005). Characterizing children’s spontaneous interests in science and technology. International Journal of Science Education, 27(7), 803-826. https://doi.org/10.1080/09500690500038389
Bell, P., Lewenstein, B., Shouse, A. W. y Feder, M. A. (Eds.). (U.S.). (2009). Learning science in informal environments: People, places, and pursuits. The National Academies Press.
Blaney, J. M., Kang, J., Wofford, A. M. y Feldon, D. F. (2020). Mentoring relationships between doctoral students and postdocs in the lab sciences. Studies in Graduate and Postdoctoral Education. https://doi.org/10.1108/SGPE-08-2019-0071
Chakraverty, D., Newcomer, S. N., Puzio, K. y Tai, R. H. (2018). It runs in the family: The role of family and extended social networks in developing early science interest. Bulletin of Science, Technology & Society, 38(3-4), 27-38. https://doi.org/10.1177/0270467620911589
Chen, C., Jeckel, S., Sonnert, G. y Sadler, P. M. (2019). “Cowboy” and “cowgirl” programming: The effects of pecollege programming experiences on success in college computer science. International Journal of Computer Science Education in Schools, 2(4), 22-40. https://doi.org/10.21585/ijcses.v2i4.34
Cheng, L., Antonenko, P. D., Ritzhaupt, A. D., Dawson, K., Miller, D., MacFadden, B. J., Grant, C., Sheppard, T. D. y Ziegler, M. (2020). Exploring the influence of teachers’ beliefs and 3D printing integrated STEM instruction on students’ STEM motivation. Computers & Education, 158, 1-52 https://doi.org/10.1016/j.compedu.2020.103983
Cumming, J. (2009). The doctoral experience in science: Challenging the current orthodoxy. British Educational Research Journal, 35(6), 877-890. https://doi.org/10.1080/01411920902834191
Delamont, S. y Atkinson, P. (2001). Doctoring uncertainty: Mastering craft knowledge. Social Studies of Science (Sage), 31(1), 87-107. https://doi.org/10.1177/030631201031001005
Delamont, S., Atkinson, P. y Parry, O. (2000). The doctoral experience: Success and failure in graduate school. Falmer Press.
Domert, D., Airey, J., Linder, C. y Kung, R. L. (2007). An exploration of university physics students’ epistemological mindsets towards the understanding of physics equations. Nordic Studies in Science Education, 3(1), 15-28. https://doi.org/10.5617/nordina.389
Elkana, Y. (2000). Science Philosophy of Science and Science Teaching. Science & Education, 9(5), 465-487. https://doi.org/10.1023/A:1008652109868
Guilherme, E., Faria, C. y Boaventura, D. (2016). Exploring marine ecosystems with elementary school portuguese children: Inquiry-based project activities focused on ‘real-life’ contexts. Education 3-13, 44(6), 715-726. https://doi.org/10.1080/03004279.2015.1007884
Hacieminoglu, E. (2016). Elementary school students’ attitude toward science and related variables. International Journal of Environmental & Science Education, 11(2), 35-52. https://www.researchgate.net/publication/297047555_Elementary_School_Students%27_Attitude_toward_Science_and_Related_Variables
Holland, J. y Thomson, R. (2009). Gaining perspective on choice and fate. European Societies, 11(3), 451-469. https://doi.org/10.1080/14616690902764799
Jeong, S., Blaney, J. M. y Feldon, D. F. (2019). Identifying faculty and peer interaction patterns of first-year biology doctoral students: A latent class analysis. CBE–Life Sciences Education, 18(4). https://doi.org/10.1187/cbe.19-05-0089
Kang, H. (2020). Successful transition for all students from secondary to post-secondary education in science, technology, engineering, and mathematics [Doctoral dissertation, Michigan State University].
Kartal, E. E., Cobern, W. W., Dogan, N., Irez, S., Cakmakci, G. y Yalaki, Y. (2018). Improving science teachers’ nature of science views through an innovative continuing professional development program. International Journal of STEM Education, 5(1), 1-11. https://doi.org/10.1186/s40594-018-0125-4
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L. y Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. https://doi.org/10.1002/tea.10034
Lewis-Beck, M. S., Bryman, A. y Liao, T. F. (Eds.). (2003). The Sage encyclopedia of social science research methods. Sage. https://doi.org/10.4135/9781412950589
Lunenburg, F. e Irby, B. J. (2008). Writing a successful thesis or dissertation: Tips and strategies for students in the social and behavioral sciences. Corwin Press. https://doi.org/10.4135/9781483329659
Maher, M. A., Wofford, A. M., Roksa, J. y Feldon, D. F. (2019). Doctoral student experiences in biological sciences laboratory rotations. Studies in Graduate and Postdoctoral Education, 10(1), 69-82. https://doi.org/10.1108/SGPE-02-2019-050
Mulvey, B. K., Chiu, J. L., Ghosh, R. y Bell, R. L. (2016). Special education teachers’ nature of science instructional experiences. Journal of Research in Science Teaching, 53(4), 554-578. https://doi.org/10.1002/tea.21311
Namey, E., Guest, G., Thairu, L. y Johnson, L. (2008). Data reduction techniques for large qualitative data sets. En G. Guest y K. M. Macqueen (Eds.), Handbook for team-based qualitative research (pp. 137-161).
Owens, D. C., Sadler, T. D., Barlow, A. T. y Smith-Walters, C. (2020). Student motivation from and resistance to active learning rooted in essential science practices. Research in Science Education, 50(1), 253-277. https://doi.org/10.1007/s11165-017-9688-1
Özkan, G. y Umdu Topsakal, Ü. (2020). The effect of nature education on students’ motivations towards science learning and socialization skills. Itobiad: Journal of the Human & Social Science Researches, 9(2), 1705-1725. https://doi.org/10.5430/jct.v9n2p95
Rocchietti, R., González, E., Menoyo, D., Maglione, C. y Angaramo, E. M. (2016). La influencia de la Física de la secundaria en la elección de carreras universitarias. Primeros datos de una encuesta. Revista de Enseñanza de la Física, 28(Extra), 261-269. https://revistas.unc.edu.ar/index.php/revistaEF/article/view/15647/15454
Saldaña, J. (2009). The coding manual for qualitative researchers. Sage.
Simonton, D. K. (2004). Creativity in science: Chance, logic, genius, and zeitgeist. Cambridge University Press. https://doi.org/10.1017/CBO9781139165358
Toth, E. (2019). The high school to first-year college instructional transition: An investigation of the predictions and perceptions of STEM students. Electronic (Publicación No. 2985) [Tesis de Maestría, University of Maine]. Theses and Dissertations. https://digitalcommons.library.umaine.edu/cgi/viewcontent.cgi?article=4062&context=etd
Wang, M. T., Chow, A., Degol, J. L., & Eccles, J. S. (2017). Does everyone’s motivational beliefs about physical science decline in secondary school?: Heterogeneity of adolescents’ achievement motivation trajectories in physics and chemistry. Journal of Youth and Adolescence, 46(8), 1821-1838. https://doi.org/10.1007/s10964-016-0620-1
Wheeler, L. B., Mulvey, B. K., Maeng, J. L., Librea-Carden, M. R. y Bell, R. L. (2019). Teaching the teacher: Exploring STEM graduate students’ nature of science conceptions in a teaching methods course. International Journal of Science Education, 41(14), 1905-1925. https://doi.org/10.1080/09500693.2019.1647473
Wilson, R. (2018). Nature and young children: Encouraging creative play and learning in natural environments. Routledge.
Yang, J., LaBounty, T. J., Ekker, S. C. y Pierret, C. (2016). Students being and becoming scientists: Measured success in a novel science education partnership. Palgrave Communications, 2(1), 1-9. https://doi.org/10.1057/palcomms.2016.5
Downloads
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
