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ERIC Number: EJ1033296
Record Type: Journal
Publication Date: 2014-Jul
Pages: 6
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: ISSN-0047-231X
Beginning a Classroom Inquiry: Using Photovoice to Connect College Students to Community Science
Cook, Kristin Leigh
Journal of College Science Teaching, v43 n6 p28-33 Jul 2014
Research has suggested that teaching that incorporates students' funds of knowledge can offer an authentic connection to students' lives outside the classroom (Moje et al., 2004) and should aim to enhance active participation of the learners using methods that reduce the unfamiliarity with science felt by some students. In the following description, the process of photovoice is showcased as a platform for undergraduate students to connect to their local community through science while beginning to develop an inquiry project on environmental sustainability. Here, photovoice was essential for the bridging of students' background and interests with the environmental science topics of importance to the community. As well, because photovoice enabled the students to communicate with those in a position of knowledge and in some cases control over the issue in a way that democratized the dialogue, it inspired a deepened sense of care and interest in the community of science. Photovoice's multilayered approach to enabling students to voice their perspectives about issues that impact them made inquiry projects on which they were about to embark meaningful and relevant.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A