April 20th, 2023 / 1:00pm-2:30pm

Session: Graduate Student Research Symposium

Title: Science Identity of Female Youth at a STEM Magnet School

Abstract: There are noticeable differences in the gender identities of people in the science fields, as women make up significantly less of the scientific workforce compared to other post-college occupations (OECD, 2019). The origin of this division has been the subject of numerous investigations, particularly on how female students’ science identities and interests shift over the length of formal education. Such studies have revealed a gradual decrease in interest in science and science identity as students age, regardless of gender, with this decrease becoming particularly noticeable starting in middle school (Logan & Skamp, 2008). However, there is a gender discrepancy in this decreased retention, as female students become disinterested in science and see themselves as incompatible with the stereotypically male image of a scientist significantly more than their male counterparts (Losh, Wilke, & Pop, 2008). The research questions in this study are 1)  What are the perceived characteristics of a scientist according to the female students? 2) In what ways do the students view themselves as scientists? Studies have utilized interviews with female science, technology, engineering, and math students and analyzed their reflections on their own journey towards being a scientist (Carlone & Johnson, 2007; Maltese & Tai, 2009), understanding the experiences of female students and the factors that caused their science identity and interest to shift during K-12. Interviews with students in kindergarten through 7th grade were conducted to understand the perceptions students have of their STEM identity.  The findings will be analyzed using Carlone and Johnson‘s (2007) theory of science identity, which provides three components that identify a strong science identity in students: 1) competence, 2) performance and 3) recognition. At the time of submission, I am in the analysis stage. Data for this paper has been collected prior. This study aims to contribute to the general understanding of how female students perceive themselves as a scientist in kindergarten through 7th grade. This original work in progress has not been submitted anywhere else. 

April 21st, 2023 / 9:00am-10:30am

Session: Using Virtual Platforms and Online Experiences in preparing future science teachers

Title: From Remote to In-Person Learning: Changes in Teaching Resources Used by Preservice Secondary Science Teachers

Abstract: During the COVID -19 pandemic, the rapid switch to remote learning left many teachers unprepared for adapting content and provided additional challenges for preservice teachers to overcome as they learned their craft. Little work exists concerning the experiences of these preservice teachers as they return to in-person instruction. Building on previous work, we examined resources preservice science teachers utilized by comparing preservice experiences from a remote/ hybrid cohort with preservice teachers from a cohort returning to in-person learning. A framework grounded in situated learning and resources for teaching considered the context of learning and use of High Leverage Practices as resources. We evaluated how preservice teachers utilized resources in different learning environments and impacts on reform-minded teaching. We qualitatively analyzed interviews from 19 participants over two years. Findings showed that preservice teachers used similar tools regardless of classroom format, though frequency, tool adaptations, and connections to CCCs and SEPs were clearer for the in-person cohort. We argue that resources used by preservice teachers are not necessarily independent from one another and can shift depending on context. Future teachers will need to utilize experiences and reform-based practices to counter trauma, provide support, and engage their students for years to come.