Extending Science beyond the Classroom Door: Learning from Students' Experiences with the "Choice, Control and Change" (C3) Curriculum

Autor/inn/en	Mallya, Aarti; Mensah, Felicia Moore; Contento, Isobel R.; Koch, Pamela A.; Barton, Angela Calabrese
Titel	Extending Science beyond the Classroom Door: Learning from Students' Experiences with the "Choice, Control and Change" (C3) Curriculum
Quelle	In: Journal of Research in Science Teaching, 49 (2012) 2, S.244-269 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21006
Schlagwörter	Urban Areas; Poverty Areas; Grade 7; Middle School Students; Science Curriculum; Relevance (Education); Critical Thinking; World Views; Student Empowerment; Nutrition Instruction; Foods Instruction; Goal Orientation; Change; Physical Activity Level; Selection; Health Promotion; New York + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Relevance; Relevanz; Kritisches Denken; World view; Weltanschauung; Studienberechtigung; Nutrition education; Ernährungserziehung; Lebensmittelkunde; Zielorientierung; Zielvorstellung; Wandel; Auslese; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung
Abstract	This article describes the experiences of seventh-grade students living in high poverty areas of New York City who participated in the "Choice, Control and Change" (C3) science curriculum. Data were collected from eight case study students in the form of individual interviews, classroom observations, and student artifacts. Analysis of these data revealed that students were able to extend their C3 science understandings beyond the classroom door by developing and expressing "science agency" in the following ways: (1) critically analyze the conditions of their food environment, (2) purposefully make healthier choices, and (3) expand the food and activity options available to themselves and others. Through participation in the C3 curriculum, and the science content and practices addressed therein, students began to view their worlds with a more critical mindset and to devise ways to transform themselves and the conditions of their own and others' lives. Based on the findings, we propose taking a closer look at how we might create meaningful and relevant learning opportunities for students through connecting school science with issues of personal and social significance in students' lives outside of school. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10