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Identity-Based Research in Science Education

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Second International Handbook of Science Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 24))

Abstract

A major leitmotiv in the social sciences, the concept of identity, promises to be rewarding in the hands of science educators concerned with the holistic development of learners of all ages. While its inherent complexity poses obstacles to adoption, urban science educators and those advocating equity and social justice have spearheaded identity-based research, which has clustered around the frameworks of figured worlds, discursive stances, and activity theory. This departure from psychological attributions of identity toward sociocultural perspectives of personhood resonates with the increasing acceptance of interpretative paradigms in science education.

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Author information

Authors and Affiliations

  1. National Institute of Education, Singapore, Singapore

    Yew-Jin Lee

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  1. Yew-Jin Lee
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Correspondence to Yew-Jin Lee .

Editor information

Editors and Affiliations

  1. Science & Mathematics Education Centre, Curtin University of Technology, Perth, West Australia, Australia

    Barry J. Fraser

  2. The Graduate Centre, City University of New York, New York, 10016-4309, New York, USA

    Kenneth Tobin

  3. Ctr. Mathematics & Science Education, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, 4059, Queensland, Australia

    Campbell J. McRobbie

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Lee, YJ. (2012). Identity-Based Research in Science Education. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_3

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