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Mapping Identity Exploration of Science Careers using Epistemic Networks
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, Drexel University School of Education, United States ; , Drexel School of Education, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper reports findings from research project designed to test and refine Projective Reflection (PR) as a theoretical and methodological framework for facilitating learning as identity exploration in virtual learning environments. PR structured the design, implementation, and refinement of three sessions of Virtual City Planning, a play-based course that supported the exploration of environmental science identities mediated by a virtual learning environment (Philadelphia Land Science), and supportive classroom experiences. Epistemic Network Analysis was used to visualize different processes of identity exploration enacted by each session. Visualizations of class data by time period illustrated similar trajectories of identity exploration across sessions as an increase in personal interest and valuing of the domain over time, while paired-sample t-tests found chronological differences to be statistically significant across all sessions. Results further understanding of the ways in which virtual learning environments can support identity exploration and potential future acquisition of science careers, and illustrate the value of epistemic networks for illustrating identity exploration processes over time.

Citation

Barany, A. & Foster, A. (2020). Mapping Identity Exploration of Science Careers using Epistemic Networks. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1610-1619). Online: Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2020 from .