White Rose Studentships 2009-10

Becoming a scientist: developing a disciplinary identity (or how do
scientists get made?)

Principal Supervisor: Dr Susie Molyneux-Hodgson, Sociological Studies,
University of Sheffield
Co-Supervisor: Professor John Leach, School of Education, University
of Leeds

Project Abstract

Currently there is little cross over between research within the
tradition of science studies and work within the realm of science
education. While the latter is concerned with key matters of
individual learning, the social conditions that facilitate this, and
an emphasis on compulsory schooling, the former´s concern is largely
with the practices and cultures of existing science communities. This
disconnect leaves a large gap in understanding and one which in the
21st century is imperative to address.

Objectives

As Traweek noted in relation to physicists:

Novices must learn what sorts of things they need to know to be taken
seriously; they must become unselfconscious practitioners of the
culture, thinking about the world in a characteristic way. (1988, p.x-
xi)

What transitions - in worldview, in identity etc – come to be
necessary as a person moves from the periphery of a broad area,
towards expertise in a narrower discipline? Alongside, is the
longstanding tension between evermore scientific specialisation at
frontiers of disciplines, and an education system largely designed to
meet comprehensive aims. Many areas of science are perceived to be
developing at increasingly rapid rates – biotechnology being one such
area. How can education in formal settings ever be a preparation for
handling the changing nature of scientific knowledge production;
especially given the uncertainty of what science will be like in the
future?

In this project, the student will study a science currently emerging
at the nexus of existing disciplines and will develop understandings
of identification processes.

• In what ways can disciplinary identities be characterised?
• How do identities transform as existing disciplines come together to
develop novel fields of research?
• What practices must be learnt anew by actors within emergent
disciplines, and how do prior experiences support, or raise problems,
for the pursuit of cutting edge science?

The project will utilise well established techniques of collecting
observational and interview data. Together documentary analysis, a
comprehensive picture of disciplinary identity and processes of change
will emerge. The work will draw on ideas of epistemic communities and
legitimate participation in order to develop an analytical framework.
The research will generate recommendations for future policy and
practice in science and science education.

Further Information:
Dr Susie Molyneux-Hodgson
S.Hodgson@sheffield.ac.uk

Professor John Leach
J.T.Leach@education.leeds.ac.uk

DEADLINE: 30 April 2009