ERIC Number: EJ1197619
Record Type: Journal
Publication Date: 2018-Dec
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1871-1502
EISSN: N/A
Designing for Expansive Science Learning and Identification across Settings
Stromholt, Shelley; Bell, Philip
Cultural Studies of Science Education, v13 n4 p1015-1047 Dec 2018
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A