Authentic science experiences as a vehicle to change students’ orientations toward science and scientific career choices: Learning from the path followed by Brad

Abstract

Bringing a greater number of students into science is one of, if not the most fundamental goals of science education for all, especially for heretofore-neglected groups of society such as women and Aboriginal students. Providing students with opportunities to experience how science really is enacted-i.e., authentic science-has been advocated as an important means to allow students to know and learn about science. The purpose of this paper is to problematize how ''authentic'' science experiences may mediate students' orientations towards science and scientific career choices. Based on a larger ethnographic study, we present the case of an Aboriginal student who engaged in a scientific internship program. We draw on cultural-historical activity theory to understand the intersection between science as practice and the mundane practices in which students participate as part of their daily lives. Following Brad, we articulate our understanding of the ways in which he hybridized the various mundane and scientific practices that intersected in and through his participation and by which he realized his cultural identity as an Aboriginal. Mediated by this hybridization, we observe changes in his orientation towards science and his career choices. We use this case study to revisit methodological implications for understanding the role of ''authentic science experiences'' in science education. SamenvattingEén van de meest fundamentele doelen van algemeen toegankelijk natuurwetenschappelijk onderwijs is om meer leerlingen met natuurwetenschappen in aanraking te laten komen. Dit geldt in het bijzonder voor groepen die nu ondervertegenwoordigd zijn in de natuurwetenschappen, zoals vrouwen en inheemse volkeren. Een manier om studenten werkelijk in aanraking te laten komen met natuurwetenschappen, is authentiek natuurwetenschappelijk onderwijs. Er is echter nog weinig bekend over de rol die authentieke natuurwetenschappelijke ervaringen spelen in de oriëntatie van leerlingen op natuurwetenschappen en natuurwetenschappelijke carrières. In deze studie problematiseren we daarom de manier waarop authentieke natuurwetenschappelijke ervaringen

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