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The name of the city and all names of participants are pseudonyms.
Figure 5. Representative drawings of themes in the second activity carried over from the first.
A number of themes carried over from when the students originally engaged in the
activity the first time. For example, there were representations of Science as Collection, Science
as Activity, and Science as Nature (see Figure 5). There was an updating of the content that
students drew in their representations (such as the Punnett Square in the drawing on the left of
Figure 5, and the expansion of hereditary characteristics such as eye- and hair-color in the
drawing on the right). For the most part, however, the drawings did not exhibit a great deal of
change in terms of demarcating the field of science.
Figure 6. Kimberlys first (left) and second (right) drawings of Science in Action.
Some subtle changes, however, did manifest themselves leading to some interesting
differences between the beginning of the research period and the end. Kimberly, for example,
drew the picture on the left of Figure 6 the first time around and the picture on the right about a
month later. Both representations can be categorized as Science as Activity. Both drawings also
display a dual context: outside in nature and inside, presumably in a laboratory. In the outside
half of the context, grass, clouds and a tree can be seen, and even a squirrel makes an appearance
in both drawings. In the laboratory half of the context, Kimberly drew in a lab bench and at least
a graduated beaker. In the second drawing, there is no person outside like she drew in the first
drawing. The word Knowledge, which unified the two contexts in the first drawing, is also
Figure 7. Rosas and Juanas drawings of Scientists Helping and Improving Communities and
the World.
Rosas drawing, on the left of Figure 7, included the label, Scientists will help their
community so the world will improve!! She drew a schematic diagram with three figures
labeled Scientists connected by an arrow labeled Help pointing to a group of six figures
Figure 8. Debras first (left) and second (right) drawings of Science in Action.
While at first glance the changes between her first and second drawings (Figure 8) may
not seem significant, with the challenges she discussed in mind these changes in Debras
drawings became a study in her attempts to reconcile these challenges and build a place for her
in science. Her first drawing was an example of the Gaining Knowledge category, with bubbles
of science content and concepts entering a persons head through inward-facing arrows. Her
second drawing was much more complex, and difficult to categorize using the themes developed
through the first enactment of the activity. The main figure in her second drawing was herself,
unlike her first. Illustrated through the conventional comic strip thought-bubbles, she is thinking
about five different aspects of science.
Moving in a counter-clockwise direction from the top, the content of the first of Debras
thought-bubbles is the concept of evolution. Debra had earlier highlighted evolution as one of
the main organizing principles of biology. The second aspect is a laboratory investigation,
replete with different colored substances in beakers and containers. A faceless person is holding
one of the beakers and a magnifying glass is centered on some letters. The third aspect Debra
drew was two people experiencing nature, with trees, flowers, and animals. There is a bucket or
container with a handle, which may indicate that the people are collecting something from the
outdoors. The fourth aspect is a depiction of a pile of books, one of them propped up displaying
its contents (DNA and RNA), as well as a laptop computer presumably displaying the Animal
Planet and Discovery channel websites. Lastly, Debra drew a person in a bed being attended to
by a health care worker, as well as a range of medical paraphernalia. She also drew a red cross
and a caduceus, both symbolic of the medical profession.