"Science Isn't Just What We Learn in School": Interaction Rituals That Value Youth Voice in Out-of- School-Time Science

Autor/in	Gonsalves, Allison J.
Titel	"Science Isn't Just What We Learn in School": Interaction Rituals That Value Youth Voice in Out-of- School-Time Science
Quelle	In: Canadian Journal of Education, 37 (2014) 1, S.185-208 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Science Instruction; Educational Technology; Interaction; Emotional Response; Adolescents; Females; Urban Areas; Low Income Groups; Learner Engagement; After School Programs; Science Interests; Student Attitudes; Video Technology; Community Programs; Youth Programs; Clubs; Story Telling; Student Interests; Knowledge Level; Interviews; Foreign Countries; Science Activities; Documentaries; Dialogs (Language); Ethnography; Semi Structured Interviews; Content Analysis; Canada (Montreal) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Interaktion; Emotionales Verhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Urban area; Stadtregion; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schülerverhalten; Jugendsofortprogramm; Club; Klub; Studieninteresse; Wissensbasis; Interviewing; Interviewtechnik; Ausland; Documentary film; Documentary films; Dokumentarfilm; Dialog; Dialogs; Dialogue; Dialogues; Ethnografie; Inhaltsanalyse
Abstract	In this article, I explore what happens when digital media activities designed to stimulate science conversations are introduced to an out-of-school-time (OST) space usually reserved for talks about girls' issues. The goals of this study were to provide a space that values youth voice and creates positive emotional energy around science-related subjects. In this article, I identify episodes of interaction rituals that provoke positive emotional energy toward science among a group of adolescent girls in a community centre in a low-income urban neighbourhood. Results highlight moments when youth mobilize their funds of knowledge and demonstrate emotionally positive charged engagement with science. I then conclude with an exploration of the limitations of shifting ideas about what counts as "real science" and the implications for science teaching both in and out of the classroom. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01