“But at school … I became a bit shy”: Korean immigrant adolescents ’ discursive participation in science classrooms Minjung Ryu Rece ived: 16 June 2011 / Acce pted: 13 Februa ry 2012 © Springer Science+Business Media B.V. 2012 Abstract In reform-based science curricula, students’ discursive participation is highly encou raged as a means of science learning as well as a goal of science educati on. However, Asian immigrant students are perceived to be quiet and passive in classroom discursive situations, and this reticence implies that they may face challenges in discourse-rich sci- enc e clas sroom lear nin g env ironme nts. Giv en this pot ent iall y con flict ing situ atio n, the present study aims to understand how and why Asian immigrant students participate in scie nce clas sroom disc our se. Fin dings from int ervi ews with seven Kor ean immigr ant adoles cents illustrate that they are indeed hesitant to speak up in classroo ms. Drawing upon cultural historical perspectives on identity and agency, this study shows how immigrant experiences shaped the participants’ othered identity and influenced their science class- room participation, as well as how they negotia ted their identit ies and si tuations to participate in science classroom and peer communities. I will discuss implications of this study for science education research and science teacher education to support classroom participation of immigrant students. Keywords Scienc e classroo m discourse · Asian immigran t · Identity · Equity Executive summary “하지만 학교에서는… 조금 수줍어져요.”: 한국계 이민 청소년들의 과학 교실 담화 참여 이 연구의 목적은 아시아계 이민자 학생들이 과학 교실 담화에 어떻게 참여하는 지, 그리고 왜 그러한 방식으로 참여하는지에 대해 이해하는 것이다. 과학교육에서 교실 담화는 과학 학습의 궁극적인 목표로서, 그리고 과학 교수의 수단으로서 그 중 Lead Editor: S. Martin M. Ryu (&) Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park, MD, USA e-mail: [email protected] Cult Stud of Sci Educ DOI 10.1007/s11422-012-9406-2
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