"To Be a Scientist Sometimes You Have to Break Down Stuff about Animals": Examining the Normative Scientific Practices of a Summer Herpetological Program for Children

Autor/in	Scott, Catherine Marie
Titel	"To Be a Scientist Sometimes You Have to Break Down Stuff about Animals": Examining the Normative Scientific Practices of a Summer Herpetological Program for Children
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 6 (2016) 3, S.325-340 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2015.1078520
Schlagwörter	Informal Education; Science Education; Summer Programs; Animals; Children; Zoology; Science Process Skills; Teaching Methods; Elementary School Students; Environmental Education; Communities of Practice; Wildlife; Grade 2; Grade 3; Grade 4; Grade 5; Focus Groups; Video Technology; Journal Writing; Interviews; Photography; Audio Equipment + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Naturwissenschaftliche Bildung; Sommerkurs; Animal; Tier; Tiere; Child; Kind; Kinder; Zoologie; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Community; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Zeitschriftenaufsatz; Interviewing; Interviewtechnik; Fotografie; Audio-CD
Abstract	When studying informal science programs, researchers often overlook the opportunities enabled and constrained in each program and the practices reinforced for participants. In this case study, I examined the normative scientific practices reinforced in one-week-long "Herpetology" (the study of reptiles and amphibians) program for elementary students. In the program, participants identified four practices that they felt were important to herpetology and felt that the practices in which they engaged reflected those of herpetologists in the field. The practices identified by participants (e.g. use of tools, use of scientific vocabulary) aligned with those identified by herpetologists working with the participants in the program. The findings illustrate that program structure plays a significant role in establishing normative scientific practices. This study (1) encourages researchers to question the ways in which normative practices are developed for participants and (2) suggests that practitioners must not only consider the learning outcomes of informal summer programs, but also the opportunities enabled through participation for elementary children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01