"But the science we do here matters": Youth-authored cases of consequential learning.

Autor/inn/en	Birmingham, Daniel; Calabrese Barton, Angela; McDaniel, Autumn; Jones, Jalah; Turner, Camryn; Rogers, Angel
Titel	"But the science we do here matters": Youth-authored cases of consequential learning.
Quelle	In: Science education, 101 (2017) 5, S. 818-844Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21293
Schlagwörter	Zukunftsorientierung; Lehr-Lern-Prozess; Lernförderung; Naturwissenschaftliche Bildung; Gesellschaftsrelevanz
Abstract	In this paper, we use the concept of consequential learning to frame our exploration of what makes learning and doing science matter for youth from nondominant communities, as well as the barriers these youth must confront in working toward consequential ends. Data are derived from multimodal cases authored by four females from nondominant communities that present an account of "science that matters" from their work during their middle school years. We argue that consequential learning in science for these girls involves engaging science with a commitment to their community. This form of engagement required the girls to develop bridging practices that allowed them to transform existing relationships among science and community for themselves and others despite normative barriers experienced in science. Our study expands upon current understandings of consequential learning through highlighting the vital role of sociohistorically constructed understandings of community in determining when, how, and why science learning and doing matters for youth. This view opens up new ways to understand how youth can and do contribute to the changing contexts in which science takes place, and toward the ways in which youth contributions alter what gets counted as learning, as being expert, and as meaningful participation.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3