重新思考科学资本:“资本”和“身份”在调解学生参与大学数学要求课程中的作用

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
L. Black, Paul Hernandez-Martinez
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引用次数: 28

摘要

大量文献强调,中学数学成绩优异并不一定能激励学生在义务教育后选择并成功完成对数学要求很高的课程。近期创业科学项目(Archer et al., 2015, J. Res. Sci.)教书。, 52, 922-948))以及在此之前的aspire项目(Archer等人(2013年,伦敦:国王学院))都强调,在塑造学生在科学、技术、工程和数学方面的抱负和未来轨迹方面,获得科学资本可能比先前的成就更重要。在本文中,我们批判性地分析了科学资本的概念及其在中介学生选择和学习数学要求高的大学学位课程的经验中的作用。根据TransMaths项目的数据,我们提出了两个案例——stacey和elton——他们都在大学里参加了同一门“数学为物理”课程。我们表明,尽管两者都在叙述他们的学位选择时讨论了获取科学资本的途径,但他们以不同的方式这样做,这总是与对“物理数学”的不同形式的认同相互作用。我们认为,有必要重新定义科学资本的概念,以便更充分地理论化科学资本的交换与使用价值之间的辩证关系。虽然一些学生可能为了自己的利益(交换价值)而将科学资本作为积累资本(例如资格)的手段,但其他人似乎认识到科学学习和知识的“使用价值”,这产生了不同形式的科学(和数学)参与。因此,我们认为,以STEM身份的名义创作自己对于调解一个人如何感知科学资本至关重要。最后,我们认为数学应该是这个框架的核心部分,因为它显著地促进了科学作为一种资本形式的交换价值(尤其是物理学),但它也提供了科学劳动的使用价值(例如,在科学问题建模中)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Re-thinking science capital: the role of ‘capital’ and ‘identity’ in mediating students’ engagement with mathematically demanding programmes at university
A wide body of literature has highlighted how high achievement in mathematics in secondary school does not necessarily motivate students to both choose and succeed on mathematically demanding programmes at post-compulsory level. The recent Enterprising Science project (Archer et al. (2015, J. Res. Sci. Teach., 52, 922–948)) and before that, the ASPIRES project (Archer et al. (2013, London: Kings College)), have both highlighted that access to science capital is perhaps more important than prior achievement in shaping students’ aspirations and their future trajectories in Science, Technology, Engineering and Mathematics. In this article, we critically analyse the notion of science capital and its role in mediating students’ choice of and experience of studying mathematically demanding degree programmes at university. Drawing on data from the TransMaths project, we present two cases—Stacey and Elton—who are both enrolled on the same ‘Mathematics for Physics’ course at university. We show that although both discuss access to science capital in narrating their choice of degree, they do so in different ways and this invariably interplays with different forms of identification with ‘Mathematics for Physics’. We conclude that there is a need to re-conceptualize science capital so that the dialectic relationship between its exchange and use value is theorized more fully. Whilst some students may access science capital as a means to accumulate capital (e.g. qualifications) for its own sake (exchange value), others appear to recognize the ‘use value’ of science learning and knowledge and this produces different forms of engagement with science (and mathematics). We therefore argue that authoring oneself in the name of a STEM identity is crucial in mediating how one perceives science capital. Finally, we argue that mathematics should be a central part of this framework since it significantly contributes to the exchange value of science as a form of capital (especially Physics), but it also offers use value in scientific labour (e.g. in modelling scientific problems).
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来源期刊
Teaching Mathematics and Its Applications
Teaching Mathematics and Its Applications EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
25.00%
发文量
24
期刊介绍: The journal provides a forum for the exchange of ideas and experiences which contribute to the improvement of mathematics teaching and learning for students from upper secondary/high school level through to university first degree level. A distinctive feature of the journal is its emphasis on the applications of mathematics and mathematical modelling within the context of mathematics education world-wide. The journal"s readership consists of mathematics teachers, students, researchers and those concerned with curriculum development and assessment, indeed anyone concerned about the education of users of mathematics.
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