不同学科背景下理科生的本科后选择叙事

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
L. Madsen, H. Holmegaard
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引用次数: 2

摘要

在本文中,我们旨在从学生的角度理解博洛尼亚进程结构变化的含义。我们调查了后博洛尼亚时代拥有三年制学士学位和两年制硕士学位的学士学位学生如何在丹麦一所研究型大学的两个不同的科学学位课程(化学和自然资源)中构建他们的学士后选择叙事。我们特别关注理科学生的叙事曲目和想象的未来如何在特定的学科环境中与他们选择的叙事互动并为其设置场景。我们借鉴了科学身份的理论思想,包括“叙事剧目”和“想象的未来”,并结合了学科文化和制度资本。该分析利用了小规模丰富的定性材料,包括12次叙述性采访和44名学生的焦点小组,包括反思性文章、绘画和单词云头脑风暴。研究结果表明,学士学位后的发展轨迹是学生在身份谈判中必须考虑的一个选择。我们记录了同一学院的学生如何被呈现出不同的叙事曲目,以构建和协商他们的选择,因此,由于他们遇到的不同学科环境,他们经历了不同的选择过程和协商。给出了对高等教育机构的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Science students’ post-bachelor’s choice narratives in different disciplinary settings
In this paper, we aim to understand the implications of the structural changes of the Bologna process from a student perspective. We investigate how bachelor’s degree students’ in a post-Bologna era with three-year bachelor’s degree and two-year master’s degree units construct their post-bachelor’s choice narratives in two different science degree programmes (chemistry and natural resources) at a Danish research-intensive university. We pay special attention to how science students’ narrative repertoires and imagined futures interact with and set the scene for their choice narratives in specific disciplinary settings. We draw on theoretical ideas of science identities including ‘narrative repertories’ and ‘imagined futures’, combined with disciplinary cultures and institutional capital. The analysis draws on small-scale rich qualitative material including 12 narrative interviews and focus groups with 44 students, including reflective essays, drawings and word-cloud brainstorms. Results show that the post-bachelor’s trajectory is a choice that students must relate themselves to in their identity negotiations. We document how students within the same faculty are presented with different narrative repertoires to construct and negotiate their choices from and as a result experience different choice processes and negotiations due to the different disciplinary settings they encounter. The implications for higher education institutions are given.
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来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
期刊介绍: The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)
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