Fostering Preservice Teacher Identity in Science through a Student-Selected Project

Abstract

This article addresses the problem of authentic student engagement in the science classroom by incorporating a semester long research and writing assignment that enables students to investigate scientific topics related to strong personal, career, or health interests. Students practice self-reflexivity by journaling about their experiences in the course and with the assignment as the course unfolds. The article presents student voices from the journals to inform their discussion of their own reflections about the problems and promises of this assignment and demonstrates that teacher self-reflexivity requires acknowledging both successes and failures. This article helps us understand how reflexivity can be used to improve student engagement in general education courses, particularly those in which some students feel marginalized.

Student learning through journal writing in a general education chemistry course for pre‐elementary education majors

“…Discussing the projects was required in all journals, in a section separate from the discussion of a content topic. The project was done individually and gave students a place where they could explore a theme of interest to them in greater detail (Wink et al, 2009). In the first journal, students began the process by discussing one or two project ideas.…”

“…These exams include open‐response questions about course content, including calculations relevant to chemistry. Other assessment methods included a student portfolio, lab reports that follow an inquiry mode (Wink & Choe, 2008), assigned topical projects on nutrition and minerals, and a big theme project (Wink et al, 2009). Those other assignments are not part of this research except as contributors to the final overall grade.…”

“…Five points each are allocated for student work to (a) express what they know about a topic, (b) to share specific examples of chemistry and chemical substances related to that topic, and (c) to make a connection between the topic and their own personal history, current experience, or future plans. The last two parts also receive five points and are associated with the course‐long “big theme” project (Wink et al, 2009) and a report of their progress. These two parts are not examined in this research.…”

“…In addition, permitting and even valuing reflection on their own thinking was posited as a way to address the alienation many of the students expressed in introductory essays. Other aspects of the theoretical framework for the course design, including feminist pedagogy (Middlecamp & Subramaniam, 1999; Wink et al, 2009), action research, and inquiry laboratory work (Wink & Choe, 2008) were not specifically incorporated into this research study. Our research here focuses on the presence of writing elements that we code as reflection.…”

“…The one‐semester‐long course was part of a coherent set of natural science content courses developed by a set of institutions (Varelas, Plotnick, Wink, Fan, & Harris, 2008). It was writing intensive, and we have previously reported on other aspects of writing in the course, including a student‐chosen “big theme” project (Wink et al, 2009) and student writing in inquiry laboratory experiences (Wink & Choe, 2008). In this case, we focus on student writing using a set of journal assignments that repeat over the course of the semester.…”