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Toward Critical Data-Scientific Literacy: An Intersectional Analysis of the Development of Student Identities in an Introduction to Data Science Course

机译：迈向关键的数据科学素养：在数据科学课程导论中对学生身份发展的交叉分析

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摘要

The national imperative to increase the presence of women and people of color in science, technology, engineering, and mathematics (STEM) coupled with the growing presence of Latinos in the United States has led to the dramatic rise of programs and initiatives aimed at improving access to and equity in STEM careers and education for Latino youth. Through the use of critical social theory and critical theory of education as guiding frameworks, the dissertation examines an instantiation of STEM reform efforts to analyze the classroom participation structure that emerged in a piloted introduction to data science course at a local high school in one of the largest school districts in the country. The study is particularly concerned with identifying emergent classroom norms and practices, and understanding whether and how they came to support and/or hinder students' opportunities to learn richly with data through an analysis of the development of student learning identities. This qualitative case study draws on audio-recorded student interviews, video-recorded classroom observations, and field notes collected during the second year of the curriculum's implementation. To identify classroom norms and practices as they relate to the development of student identities as data science doers, the study examines the classroom participation structure (Cobb and Hodge, 2002) and employs Cobb, Gresalfi, and Hodge's (2009) interpretive scheme for analyzing the development of mathematical student identity (also see Cobb & Hodge, 2010). While the multiperspectival approach of this study will provide innovatively insightful contributions to a number of fields including education, cultural studies, data and computer science, the study will also push how educators, learning science researchers, curriculum writers, and policymakers think about the pursuit of equity in STEM education in general and data science-oriented programs and initiatives in particular as they relate to STEM reform efforts.
机译：迫切需要在科学，技术，工程和数学（STEM）中增加有色人种和有色人种的人数，加上拉美裔在美国的人数不断增加，导致旨在改善获取机会的计划和倡议急剧增加拉丁裔青年在STEM事业和教育中的平等待遇。通过使用批判性社会理论和教育性批判理论作为指导框架，本论文研究了STEM改革工作的实例，以分析在其中一所当地高中试点介绍数据科学课程时出现的课堂参与结构。该国最大的学区。该研究特别关注确定新兴的课堂规范和实践，并通过分析学生学习身份的发展，了解他们是否以及如何来支持和/或阻碍学生丰富学习数据的机会。该定性案例研究借鉴了音频录制的学生访谈，视频录制的课堂观察以及在课程实施的第二年期间收集的现场笔记。为了确定与学生身份发展相关的课堂规范和实践，该研究考察了课堂参与结构（Cobb和Hodge，2002年），并采用了Cobb，Gresalfi和Hodge（2009年）的解释方案来分析数学学生身份的发展（另请参阅Cobb＆Hodge，2010年）。尽管本研究的多视角方法将为包括教育，文化研究，数据和计算机科学在内的许多领域提供创新的，有见地的贡献，但该研究还将推动教育者，学习科学研究者，课程编写者和政策制定者如何思考追求教育的目标。在一般和以数据科学为导向的计划和倡议中，尤其在与STEM改革工作相关的STEM教育中保持平等。

著录项

  • 作者

    Olivares Pasillas, María Concepción.;

  • 作者单位

    University of California, Los Angeles.;

  • 授予单位 University of California, Los Angeles.;
  • 学科 Educational sociology.;Science education.;Pedagogy.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 262 p.
  • 总页数 262
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:54:26

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