Examining Student Engagement with Science Through a Bourdieusian Notion of Field
Author:
Funder
BP
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
http://link.springer.com/article/10.1007/s11191-018-9988-5/fulltext.html
Reference87 articles.
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2. Appleton, J. J., Christenson, S. L., Kim, D. H., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: validation of the student engagement instrument. Journal of School Psychology, 44(5), 427–445.
3. Archer, L., Hollingworth, S., & Halsall, A. (2007). University’s not for me—I’m a Nike person’: urban, working-class young people’s negotiations of style, identity and educational engagement. Sociology, 41(2), 219–237.
4. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science aspirations, capital, and family habitus: how families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881–908.
5. Archer, L., Dawson, E., DeWitt, J., Seakins, A., & Wong, B. (2015). Science capital: a conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52(7), 922–948.
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