Identity: a complex structure for researching students’ academic behavior in science and mathematics

June 1st, 2011 | RESEARCH

This article is a response to Pike and Dunne's research. The focus of their analysis is on reflections of studying science post-16. Pike and Dunne draw attention to under enrollments in science, technology, engineering, and mathematics (STEM) fields, in particular, in the field of physics, chemistry and biology in the United Kingdom. We provide an analysis of how the authors conceptualize the problem of scientific career choices, the theoretical framework through which they study the problem, and the methodology they use to collect and analyze data. In addition, we examine the perspective they provide in light of new developments in the field of students' attitudes towards science and mathematics. More precisely, we draw attention to and explicate the authors' use of identity from the perspective of emerging theories that explore the relationships between the learner and culture in the context of science and mathematics.


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Team Members

Mehment Aydeniz, Author, University of Tennessee, Knoxville
Lynn Hodge, Author, University of Tennessee, Knoxville


Identifier Type: issn
Identifier: 1871-1502
Identifier Type: doi
Identifier: 10.1007/s11422-011-9331-9

Publication: Cultural Studies of Science Education
Volume: 6
Number: 2
Page(s): 509

Related URLs

EBSCO Full Text


Audience: Educators | Teachers | Museum | ISE Professionals | Undergraduate | Graduate Students
Discipline: Education and learning science | General STEM | Mathematics
Resource Type: Peer-reviewed article | Research Products
Environment Type: Higher Education Programs | Informal | Formal Connections