Books
Non scholoe sed vitae discimus, we learn for life rather than for school. In this Roman saying, the ultimate reason for school is recognized as being a preparation for life. High school science, too, is a preparation for life, the possible careers students identify, and for defining possible future Selves. In this book, the contributors take one dataset as their object of scholarship informed by discursive psychology, Bakhtin, and poststructural positions to investigate the particulars of the language used in interviews about possible careers conducted both before and after an internship in a university science laboratory. Across this collection, some contributors focus on data driven analyses in which the authors present more macro-perspectives on the use of language in science career talk, whereas others see the data using particular lenses that provide intelligible and fruitful perspectives on what and how students and interviewer talk careers in science. Other contributors propose to transform the database into different representations that allows researches to single out and demonstrate particular dimensions of discourse. Thus, these contributions roughly fall into three categories that are treated under the sections entitled “Discourse Analyses of Career talk,” “discursive Lenses and Foci,” and “Innovations in Theory, Method, and Representations of Career Talk Research.”
The collection of data sources in the social science involved communication in one form or another: between research participants who are observed while communication or between researchers and researched, who communicate so that the former can learn about/from the latter. How does one analyze communication? In particular, how does one learn to analyze data sources established in and about communication? In response to these questions, the authors provide insights into the “laboratory” of social science research concerned with the analysis of communication in all of its forms, including language, gestures, images, and prosody. Writing in the spirit of Bourdieu, and his recommendations for the transmission of a scientific habitus, the authors allow readers to follow their social science research in the making. Thus, each chapter focuses on a particular topic – identity, motivation, knowing, interaction – and exhibit how to go about researching it: How to set up research projects, how to collect data sources, how to find research questions, and how to do many other practical things to succeed. The authors comment on excerpts from the findings of between 2 and 4 published studies to describe how to write and publish research, how to address audiences, which decisions they have made, which alternative approaches there might exist, and many other useful recommendations for data analysis and paper publishing. In the end, the authors actually follow an expert social scientist as he analyzes data in real time in front of an audience of graduate students. The entire book therefore constitutes something like a journey into the kitchen of an experienced chef who gives advice in the process of cooking.
Since its appearance in 1995, Authentic School Science has been a resource for many teachers and schools to rethink and change what they are doing in and with their science classrooms. As others were trying to implement the kinds of learning environments that we had described, our own thinking and teaching praxis changed in part because of our dissatisfaction with our own understanding. Over the years, we have piloted ever-new ways of organizing science lessons to figure out what works and how both successful and not-so-successful ways of doing science education should be theorized. In this period, we developed a commitment to cultural-historical activity theory, which does not dichotomize individual and collective, social and materials, embodied and cultural forms of knowing, and so on. It turns out now that the problem does not lie with the level of agreement between school science and laboratory science but with the levels of control, authority, mastery, and authorship that students are enabled to exercise. Thus, as this book shows, even field trips may deprive students of science authenticity on outdoor activities and even classroom-base science may provide opportunities for doing science in an authentic manner, that is, with high levels of control over the learning environment, authority, master, and authorship. Ultimately, our understanding of authenticity emphasizes its heterogeneous nature, which we propose to think in terms of a different ontology, an ontology of difference, which takes mixtures, heterogeneity, and hybridity as its starting point rather than as poor derivatives of self-same, pure entities including science, scientific concepts, and scientific practice. In Authentic Science Revisited, the authors offer a refreshing new approach to theorizing, thinking, and doing authentic science.
Book Chapters
15. Hsu, P.-L. (2019). Pragmatic philosophy and discourse approaches in the learning sciences. In M. Peters (Ed.), Encyclopedia of Educational Philosophy and theory. Singapore: Springer. https://doi.org/10.1007/978-981-287-532-7_676-1
14. Hsu, P.-L. (2018), [Invited review for the book Successful Science and Engineering Teaching in Colleges and Universities, by C. S. Kalman]. Teachers College Record, ID Number: 22401. http://www.tcrecord.org/Content.asp?ContentId=22401
13. Villa, E., Hampton, E., & Hsu, P.-L. (2018). Navigating hurdles into and through undergraduate engineering and computer science studies. In T. Yuen, E. Bonner, & M. Arreguín-Anderson (Eds.), (Under)represented Latin@s in STEM: Increasing participation throughout education and workplace (pp. 33–46). New York: Peter Lang.
12. Hsu, P.-L. (2018). Using cogenerative dialogues to create a constructivist science internship for Hispanic high school students living in poverty. In T. Yuen, E. Bonner, & M. Arreguín-Anderson (Eds.), (Under)represented Latin@s in STEM: Increasing participation throughout education and workplace (pp. 145–158). New York: Peter Lang. ISBN: 978-1-4331-5176-7 https://doi.org/10.3726/b13022
11. Hsu, P.-L., & Roth, W.-M. (2012). Understanding beliefs, identity, conceptions, and motivations from a discursive psychology perspective. In B. J. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. 1435–1450). Dordrecht, The Netherlands: Springer-Verlag.
10. Roth, W.-M., & Hsu, P.-L. (2012). Analyzing verbal data: An object lesson. In B. J. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. 1501–1515). Dordrecht, The Netherlands: Springer-Verlag.
9. Hsu, P.-L. (2010c). “I went to Bamfield last summer”: A chronotope analysis of science career discourse. In W.-M. Roth & P.-L. Hsu (Eds), Talk About Careers in Science (pp. 121–134). Rotterdam: Sense Publishers.
8. Hsu, P.-L. & Roth, W.-M. (2010c). Interpretative repertoires for talking (about) science related careers. In W.-M. Roth & P.-L. Hsu (Eds), Talk About Careers in Science (pp. 19–41). Rotterdam: Sense Publishers.
7. Roth, W.-M. & Hsu, P.-L. (2010b). Talking science careers: An introduction. In W.-M. Roth & P.-L. Hsu (Eds), Talk About Careers in Science (pp. 1–10). Rotterdam: Sense Publishers.
6. Roth, W.-M., Hsu, P.-L., Bautista, A., Collyer, V. M., Connelly, C., Delgado, N., Emad, G., Hall, K., Kottová, A., Maheux, J., Marsden, S., McRae, N., Raju, D., Simpkins, S., & Wu, C. (2010). Metalogue on career talk and its study (pp. 261–281). In W.-M. Roth & P.-L. Hsu (Eds), Talk About Careers in Science. Rotterdam: Sense Publishers.
5. Hsu, P.-L. (2010b). Thinking dialogically about thought and language. In W.-M. Roth & K. Tobin (Eds.), Re/thinking science education: ReUniting sociological and psychological perspectives (pp. 155–165). Dordrecht, The Netherlands: Springer-Verlag.
4. Hsu, P.-L. (2009). Insights and contributions of discourse studies on talking science. In K. Tobin & W.-M. Roth (Series Eds.) & W.-M. Roth & K. Tobin (Regional Eds.), The world of science education, Vol. 1: North America (pp. 227–244). Rotterdam: Sense Publishers.
3. Roth, W.-M., & Hsu, P.-L. (2009). Interest and motivation: A cultural historical and discursive psychological approach. In J. E. Larson (Ed.), Educational psychology: Cognition and learning, individual differences and motivation (pp. 83–114). Hauppauge, NY: Nova Science.
2. Hsu, P.-L. (2007b). Understanding and theorizing knowing and learning through participants’ eyes: Wolff-Michael Roth’s contribution to science education. In X. Liu (Ed.), Great ideas in science education: Case studies of noted living science educators (p.75–94). Rotterdam: SensePublishers.
1. Roth, W.-M., Ardenghi, D., Boyer, L., Chen, P., Emad, G., Hsu, P.-L., Jayme, B., Kim, M., Pozzer-Ardenghi, L., Reis, G., Stith, I., & van Eijck, M. (2007). Being, becoming, belonging: Life in an international research group. In S. Ritchie (Ed.), Research collaboration: Relationships and praxis (p.133–158). Rotterdam: Sense Publishers.
Working with scientists has been suggested as a powerful activity that can stimulate students’ interest and career aspirations in science. However, how to address challenges of power-over issues and communication barriers in youth-scientist partnerships? In Youths’ Cogenerative Dialogues with Scientists, the author describes a pioneering study to improve internship communications between youth and scientists trough cogenerative dialogues. The fijindings show that cogenerative dialogues can help youth and scientists recognize, express, and manage their challenges and emotions as they arise in their internships. As a result, cogenerative dialogues help youth and scientists work productively as a team and enhance their social boding. Suggestions are also provided for science educators to design more innovative and efffective projects for future youth-scientist partnerships.
Peer-Reviewed Journal Articles
35. Hsu, P.-L. (2023). An exemplary scientist's storytelling in a high school students' science internship. International Journal of Science Education, Part B: Communication and Public engagement. https://doi.org/10.1080/21548455.2023.2277707
34. Hsu, P.-L., & Thomason, D. (2022). High school students’ emergent positions from science internships. Education Sciences, 12, 803. https://doi.org/10.3390/educsci12110803.
33. Hsu, P.-L., & Liao, Y.-Y. (2022). Beyond measure: Using cogenerative dialogues as a formative assessment to improve PBL science internships. International Journal of Science Education. http://dx.doi.org/10.1080/21548455.2022.2089367
32. Hsu, P.-L. (2022). Regulating emotions through cogenerative dialogues to sustain student engagement in science internships: A case study. Sustainability, 14 (10), 6037. https://doi.org/10.3390/su14106037
31. Hsu, P.-L. (2021b). Transforming authoritative discourse: Mediating cogenerative dialogues between scientists and high school students. Journal of Applied Communication Research, 49(5), 551-568. https://doi.org/10.1080/00909882.2021.1930102
30. Hsu, P.-L. (2021a). Using cogenerative dialogues to improve high school students’ internships with scientists. Connected Science Learning, 3(3). https://www.nsta.org/connected-science-learning/connected-science-learning-may-june-2021/using-cogenerative-dialogues
29. Hsu, P.-L. (2020). “It’s the magic circle!” Using cogenerative dialogues to create a safe environment to address emotional conflicts in a project-based learning science internship. Cultural Studies of Science Education, 15(1), 75-98. https://doi.org/10.1007/s11422-018-9906-9
28. Hsu, P.-L. (2019). High school students’ and scientists’ experiential descriptions of cogenerative dialogs. International Journal of Science and Mathematics Education, 17(4), 657-677. https://doi.org/10.1007/s10763-017-9877-4
27. Hsu, P.-L. (2018). Using cogenerative dialogues to improve science teaching and learning: Challenges and solutions in high school students’ internships. Journal of Science Education and Technology, 27(6), 481-491. https://doi.org/10.1007/s10956-018-9737-1
26. Hsu, P.-L., & Liao, Y.-Y. (doctoral student) (2018). Using cogenerative dialogues to transform contradictions in project-based learning. EURASIA Journal of Mathematics, Science and Technology Education, 14(12), em1623. https://doi.org/10.29333/ejmste/95127
25. Hsu, P.-L., & Venegas, L. (doctoral student) (2018). Activity features of high school students’ science learning in an open-inquiry-based internship program. International Journal of Science Education, 40(12), 1391-1409. https://doi.org/10.1080/09500693.2018.1479801
24. Hsu, P.-L., & Espinoza, P. (2018). Cultivating constructivist science internships for high school students through a community of practice with cogenerative dialogues. Learning Environments Research, 21(2), 267-283. https://doi.org/10.1007/s10984-017-9253-x
23. Hsu, P.-L., Reis, G., & Monarrez, A. (doctoral student) (2017). Identity discourse in preservice teachers’ science learning autobiographies and science teaching philosophies. Canadian Journal of Science, Mathematics and Technology Education, 17(3), 179-198. http://dx.doi.org/10.1080/14926156.2017.1343517
22. Hsu, P.-L. (2016c). Use multiple representations to teach science. Science Scope, 40(2), 52–59. https://learningcenter.nsta.org/browse_journals.aspx?journal=ss
21. Hsu, P.-L. (2016b). A discursive approach in analyzing preservice teachers’ discourse of becoming a science teacher. International Research in Higher Education, 1(2), 89–98. https://doi.org/10.5430/irhe.v1n2p89
20. Hsu, P.-L. (2016a). Science teaching experiences in informal settings: One way to enrich the preparation program for preservice science teachers. Universal Journal of Educational Research, 4(5), 1214–1222. doi: 10.13189/ujer.2016.040535 http://www.hrpub.org/journals/article_info.php?aid=3715
19. Roth, W.-M., & Hsu, P.-L. (2014). Space, relations, and the learning of science. Cultural Studies of Science Education, 9, 77–113. https://doi.org/10.1007/s11422-013-9533-4
18. Hsu, P.-L. (2014). Addressivity in cogenerative dialogues. Cultural Studies of Science Education, 9, 63–75. https://doi.org/10.1007/s11422-013-9527-2
17. Hsu, P.-L., & Roth, W.-M. (2014). From authoritative discourse to internally persuasive discourse: Discursive evolution in teaching and learning the language of science. Cultural Studies of Science Education, 9, 729–753. https://doi.org/10.1007/s11422-012-9475-2
16. Hsu, P.-L. (2013). The role of discursive resources in science talk. Cultural Studies of Science Education, 8, 285–294. https://doi.org/10.1007/s11422-013-9482-y
15. Hsu, P.-L. (2012). Understanding creative cultural divergence: A Bakhtinian reflection from a culture-crossing scholar. Cultural Studies of Science Education, 7, 103–110. https://doi.org/10.1007/s11422-012-9401-7
14. Lee, Y., Ardenghi, D., Emad, G., Hsu, P.-L., Jayme, B., Kim, M., Eijck, M., Maheux, J., Pozzer-Ardenghi, L., & Reis, G. (2010). Celebrating science education from people for people: A tribute to Wolff-Michael Roth. Cultural Studies of Science Education, 5, 787–805. https://doi.org/10.1007/s11422-010-9287-1
13. Hsu, P.-L., van Eijck, M., & Roth, W.-M. (2010). Students’ representations of scientific practice during a science internship: Reflections from an activity-theoretic perspective. International Journal of Science Education, 32, 1243–1266. https://doi.org/10.1080/09500690903029563
12. Hsu, P.-L., & Roth, W.-M. (2010a). From a sense of stereotypically foreign to belonging in a science community: Ways of experiential descriptions about a high school students’ science internship. Research in Science Education, 40, 291–311. https://doi.org/10.1007/s11165-009-9121-5
11. Hsu, P.-L. (2010a). Beyond space and across time: Non-finalized dialogue about science and religion discourse. Cultural Studies of Science Education, 5, 201–212. https://doi.org/10.1007/s11422-009-9225-2
10. Roth, W.-M., van Eijck, M., Hsu, P.-L., Marshall, A., & Mazumder, A. (2009). What high school students learn during internships in biology laboratories. American Biology Teacher, 71, 492–496. http://dx.doi.org/10.1662/005.071.0808
9. Hsu, P.-L., Roth, W.-M., Marshall, A., & Guenette, F. (2009). To be or not be? Discursive resources of (dis)identifying with science related careers. Journal of Research in Science Teaching, 46, 1114–1136. https://doi.org/10.1002/tea.20352
8. Roth, W.-M., Lee, Y. J., & Hsu, P.-L. (2009). A tool for changing the world: Possibilities of cultural-historical activity theory to reinvigorate science education. Studies in Science Education, 45, 131–167. https://doi.org/10.1080/03057260903142269
7. Hsu, P.-L., & Roth, W.-M. (2009b). An analysis of teacher discourse that introduces real science activities to high school students. Research in Science Education, 39, 553–574. https://doi.org/10.1007/s11165-008-9094-9
6. van Eijck, M., Hsu, P.-L., & Roth, W.-M. (2009). Translations of scientific practice to “students’ images of science”. Science Education, 93, 611–634. https://doi.org/10.1002/sce.20322
5. Hsu, P.-L., Roth, W.-M., & Mazumder, A. (2009). Natural pedagogical conversations in high school students’ internship. Journal of Research in Science Teaching, 46, 481–505. https://doi.org/10.1002/tea.20275
4. Hsu, P.-L., & Roth, W.-M. (2009a). Lab technicians and high school student interns—Who is scaffolding whom?: On forms of emergent expertise. Science Education, 93, 1–25. https://doi.org/10.1002/sce.20289
3. Hsu, P.-L., & Yang, W.-G. (2007). Print and image integration of science texts and reading comprehension: A systemic functional linguistics perspectives. International Journal of Science and Mathematics Education, 5(4), 639–659. https://doi.org/10.1007/s10763-007-9091-x
2. Hsu, P.-L. (2007a). Analyzing science discourse from a language games perspective. Cultural Studies of Science Education, 2(1), 281–290. https://doi.org/10.1007/s11422-007https://doi.org/10.1007/s11422-007-9053-1-9053-1
1. Hsu, P.-L., Chang, Y.-P., & Chou, Y.-S. (2002). Seeing the sky through a telescope. Science Education Monthly (Chinese), 249(5), 61–72.