The research presented here was designed to explore the relationship of informal experiences and the development of science identity as well as characterize these science learning experiences. This research was conducted through mixed methods, including five data sources 1) a survey, 2) participant drawings, 3) interviews transcripts, 4) concept webs and 5) artifacts collected from 196 science and non-science degree-seeking college students enrolled at an urban research intensive university located in the southeastern United States. The analytical approach relied heavily on the qualitative data (participant drawings and interviews) and was augmented by information provided by the survey. A comparison of survey results and activities depicted in the drawings revealed inconsistencies in the activities portrayed. Although drawings depicted many of the activities listed including sports and cooking, a large portion of the activities listed on the survey were not represented in the drawings. This suggested that the participants did not view many of the activities identified on the survey (i.e., bike riding, video games, board games, Legos, care of animals, museum visits) as scientific. This calls into question the ability of the 'Science Background Experiences Survey' (Bulunuz & Jarrett, 2009) to capture engagement with activities the participants perceive as scientific. Drawing results identified characteristics of out-of-school science experiences including: those identified as biological (animals, plants, health), outdoor locations (beach, forest, ocean) and activities that were performed with or without others. In addition, making observations and sense making techniques were two practices commonly employed during the activities depicted in the drawings. The two activities most commonly identified in the drawings were cooking and sports. The identification of these two activities suggests that although significant informal science educational research focuses on designed spaces (i.e., museums), the activities participants in most frequently were truly "free-choice". Results indicated two primary enactments of science identity: consumer and interest. Evidence of being a science consumer included use of tools and processing of ideas. Demonstrations of interest were identified through expressions that indicated curiosity. Although the science identity literature indicates the role of science critic as an additional demonstration of science identity, there was only limited evidence of this practice in these data. Interview participants indicated enactment of science identity on three levels: low moderate and high. Patterns of activity for these three levels of science identity followed patterns of enactment, i.e., participants who demonstrated higher levels of identity demonstrated greater science interest and consumption verses those demonstrating moderate and low levels of identity. Six selected case studies are presented; two for each level and one each from both majors and non-majors science courses. The majority of the participants who demonstrated the highest levels of science identity had a mentor (i.e., a person with whom the participant engaged in science or science-adjacent recognition work). These high level science identity cases also demonstrated an overt desire to be recognized as scientifically savvy through their discussions. The outcomes of this research indicate these participants see themselves as engaging in science primarily during "free-choice" science activities such as cooking and sports, rather than through more formal, structured places and events (e.g., museums, aquaria). These "free-choice" activities are portrayed as personally relevant and suggest that participants identify themselves as being interested or proficient in these activities. The relevance and interest that participants identify with these activities suggest these are promising avenues expanding, refining and improving science education curriculum development. / A Dissertation submitted to the College of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2013. / June 19, 2013. / Free Choice, Identity, Informal Learning, Science Education / Includes bibliographical references. / Sherry Southerland, Professor Directing Dissertation; Paul Cottle, University Representative; Victor Sampson, Committee Member; Lawrence Scharmann, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_185312 |
| Contributors | Roseler, Katrina (authoraut), Southerland, Sherry (professor directing dissertation), Cottle, Paul (university representative), Sampson, Victor (committee member), Scharmann, Lawrence (committee member), School of Teacher Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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