Designing for Expansive Science Learning and Identification across Settings

Autor/inn/en	Stromholt, Shelley; Bell, Philip
Titel	Designing for Expansive Science Learning and Identification across Settings
Quelle	In: Cultural Studies of Science Education, 13 (2018) 4, S.1015-1047 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stromholt, Shelley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-017-9813-5
Schlagwörter	Science Education; Educational Environment; Neoliberalism; Standards; Ethnography; Engineering Education; Transformative Learning; Grade 5; Elementary School Students; Stereotypes; Race; Self Concept; Disadvantaged Youth; Social Bias; Change Agents; Social Change; Scientific Research; Instructional Design; Teaching Methods + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Neo-liberalism; Neoliberalismus; Standard; Ethnografie; Ingenieurausbildung; Pädagogische Transformation; School year 05; 5. Schuljahr; Schuljahr 05; Klischee; Rasse; Abstammung; Selbstkonzept; Benachteiligter Jugendlicher; Sozialer Wandel; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this study, we present a case for designing expansive science learning environments in relation to neoliberal instantiations of standards-based implementation projects in education. Using ethnographic and design-based research methods, we examine how the design of coordinated learning across settings can engage youth from non-dominant communities in scientific and engineering practices, resulting in learning experiences that are more relevant to youth and their communities. Analyses highlight: (a) transformative moments of identification for one fifth-grade student across school and non-school settings; (b) the disruption of societal, racial stereotypes on the capabilities of and expectations for marginalized youth; and (c) how youth recognized themselves as members of their community and agents of social change by engaging in personally consequential science investigations and learning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01