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Cultural Studies of Science Education

Erschienen in:

01.06.2012 | Forum

Schools and informal science settings: collaborate, co-exist, or assimilate?

verfasst von: Jennifer D. Adams, Preeti Gupta, Amy DeFelice

Erschienen in: Cultural Studies of Science Education | Ausgabe 2/2012

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Abstract

In this metalogue we build on the arguments presented by Puvirajah, Verma and Webb to discuss the nature of authentic science learning experiences in context of collaborations between schools and out-of-school time settings. We discuss the role of stakeholders in creating collaborative science learning practices and affordances of out of school time and formal science learning contexts. We contend that authentic science learning experiences are those where science learning happens within a social milieu and advocate for true collaborations between schools and informal settings in ways that emphasize the goals of the collaboration and strengths of each setting.

Vorheriger Artikel Examining the mediation of power in a collaborative community: engaging in informal science as authentic practice

Nächster Artikel Robotics competitions and science classrooms

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http://npass2.edc.org/resources/curriculum-guides/wiring-house retrieved January 3, 12.

Bevan, B., Dillon, J., Hein, G. E., Macdonald, M., Michalchik, V., Miller, D., Root, D., Rudder, L., Xanthoudaki, M., & Yoon, S. (2010). Making science matter: Collaborations between informal science education organizations and schools. A CAISE Inquiry group report. Washington, DC: Center for advancement of informal science education (CAISE).

Dhingra, K. (2008). Towards science educational spaces as dynamic and coauthored communities of practice. Cultural Studies of Science Education, 3, 123–144.CrossRef

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Gupta, P., Adams, J., & Dierking, L. (2011). Motivating youth through authentic, meaningful and purposeful activities: An examination through the lens of transformative activist stance. Boston, MA: Invited White Paper for Convening on Advancing Research on Youth Motivation in STEM.

Gupta, P., Adams, J., Kiesel, J., & Dewitt, J. (2010). Examining the complexities of school-museum partnerships. Cultural Studies of Science Education, 5, 685–699.CrossRef

Rahm, J. (2008). Urban youths’ hybrid positioning in science practices at the margin: A look inside a school-museum-scientist partnership project and an after-school science program. Cultural Studies of Science Education, 3, 97–121.CrossRef

Roth, W.-M., & Tobin, K. (2004). Co-generative dialoguing and metaloguing: Reflexivity of processes and genres. [35 paragraphs]. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research [On-line Journal], 5(3). Available at: http://www.qualitative-research.net/index.php/fqs/article/view/560/1214. Access: February 28, 2010.

Roth, W.-M., & Tobin, K. (Eds.). (2007). Science, learning, identity: Sociocultural and cultural-historical perspectives. Rotterdam: Sense Publishers.

Titel: Schools and informal science settings: collaborate, co-exist, or assimilate?
verfasst von: Jennifer D. Adams
Preeti Gupta
Amy DeFelice
Publikationsdatum: 01.06.2012
Verlag: Springer Netherlands
Erschienen in: Cultural Studies of Science Education / Ausgabe 2/2012
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-012-9399-x

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