Youth As Community Science Experts in Green Energy Technology

Autor/inn/en	Calabrese Barton, Angela; Birmingham, Daniel; Sato, Takumi; Tan, Edna; Calabrese Barton, Scott
Titel	Youth As Community Science Experts in Green Energy Technology
Quelle	In: Afterschool Matters, (2013) 18, S.25-32 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	After School Programs; Interviews; Student Participation; STEM Education; Energy; Conservation (Environment); Science Activities; Knowledge Level; Occupational Aspiration; Program Effectiveness; Urban Youth; Science and Society; Science Careers; Expertise; Youth Programs; Michigan + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Interviewing; Interviewtechnik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; STEM; Energie; Conservation; Environment; Konservierung; Bewahung; Umwelt; Wissensbasis; Berufsneigung; Berufsziel; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Expert appraisal; Jugendsofortprogramm
Abstract	In this paper, the authors examine what it means to become a community science expert (CSE) and why this goal is important for youth in afterschool environments. Using "Green Energy Technology in the City" (GET City) as a case study, they describe how this afterschool program nurtures youth as CSEs. They draw on data gathered in 2007-2010 including student and teacher interviews; field notes on student participation; student artifacts; and pre- and post-participation measures of technology knowledge and skills, STEM practices, career aspirations, and community engagement. The guiding questions for the case study included "What does it mean to become a CSE?" and "Why should developing CSEs be an important outcome of afterschool programming?" The authors report the GET City Model was a supports to urban youth in becoming CSEs by (1) providing a platform where they can engage in scientific discourse while having the freedom to affect their community in ways that matter to them; (2) youths developing as CSEs positively affected their interests and aspirations in science and engineering; (3) youths engagement in science shows they can engage in complex practices at the intersections of culture, place, and science, in the process of becoming engaged CSEs; and (4) it gave youths opportunities to engage in authentic, scientifically rigorous, and culturally relevant investigations and to educate others, on their own terms, about their findings. GET City youths' work as CSEs makes a difference both in their communities and in their own orientation toward science as a part of their current and future lives. (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10