Bridging Communities and Schools in Urban Development: Community and Citizen Science

Autor/inn/en	Magnussen, Rikke; Hod, Yotam
Titel	Bridging Communities and Schools in Urban Development: Community and Citizen Science
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 51 (2023) 5, S.887-911 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Magnussen, Rikke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-023-09641-9
Schlagwörter	Foreign Countries; Adolescents; Students; At Risk Persons; Disadvantaged Environment; Architecture; Urban Planning; Urban Renewal; Development; Neighborhoods; School Community Programs; Citizen Participation; Science and Society; Science Activities; Community Involvement; Denmark + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Schüler; Schülerin; Studentin; Risikogruppe; Architektur; Stadtplanung; Stadtsanierung; Entwicklung; Neighbourhoods; Nachbarschaft; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Dänemark
Abstract	This paper presents the results of two community and citizen science research projects -- "Cities at Play" and "Community Drive" -- in which young students (aged 11-15) from vulnerable residential areas in Copenhagen, Denmark, collaborated with architects and urban developers to engage in urban development initiatives in their neighborhoods. An educational design was developed over the two research projects in which students underwent phases of discovery, interpretation, ideation, and experimentation. Data were collected from surveys, observations, and interviews to elucidate the ways that three bridges central to community and citizen science projects can function. These include professional (bridges student learning in school and professional communities outside school), citizen (bridges student learning in school and local communities), and student (bridges student learning in school and new student communities) bridges. This research makes both theoretical and practical advancements. Theoretically, it advances our thinking about the diverse roles that participants in multi-sector partnerships can have, as well as how CCS widens the view of cultural asset-based learning by viewing students as experts of their local communities. Practically, we offer four guidelines that were gleaned from the results that can be instructive for the design of future educational community and citizen science projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01