“带来它”：在身份和认识论的交叉点上解释科学的坚持
"Bring it on": Explaining persistence in science at the intersection of identity and epistemology
摘要：
研究表明，从中学开始，学生对科学的兴趣和坚持程度急剧下降，特别是在代表性不足的人口中。在解决这个问题的过程中，我们可以从学生对科学感到兴奋的积极例子中学到很多，特别是那些以前没有参与的学生。在本文中，我们提出了一个案例研究Estevan，一个8年级的学生谁进入K女士的科学类的声誉作为一个潜在的“问题学生”，但离开了类的领导者，甚至制定计划，以追求科学事业。通过访谈和课堂互动的分析，我们展示了如何埃斯特万的热爱科学可以部分解释他的身份作为一个情人的挑战和他的科学认识论之间的对齐涉及的挑战，弄清楚自己的事情。这种一致性之所以成为可能，部分原因是得到了他那充满爱心的老师的支持，老师关注他的想法，并不断挑战他和其他学生，让他们自己解决问题，而不仅仅是“给他们答案”。"
英文摘要：
Research has documented a sharp decline in students' interest and persistence in science, starting in middle school, particularly among students from underrepresented populations. In working to address this problem, we can learn a great deal from positive examples of students getting excited about science, especially students who were previously disengaged. In this paper, we present a case study of Estevan, an 8th grade student who came into Ms. K's science class with a reputation as a potential "problem student," but left as a leader of the class, even making plans to pursue a career in science. Through analysis of interviews and classroom interactions, we show how Estevan's love of science can be partially explained by an alignment between his identity as a lover of challenges and his epistemology of science as involving the challenge of figuring things out for yourself. This alignment was possible in part because it was supported by his caring teacher, who attended to his ideas and constantly challenged him and the rest of her students to figure things out for themselves instead of just "giving them the answers."
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
