Taking an Active Stance: How Urban Elementary Students Connect Sociocultural Experiences in Learning Science

Autor/inn/en	Upadhyay, Bhaskar; Maruyama, Geoffrey; Albrecht, Nancy
Titel	Taking an Active Stance: How Urban Elementary Students Connect Sociocultural Experiences in Learning Science
Quelle	In: International Journal of Science Education, 39 (2017) 18, S.2528-2547 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Upadhyay, Bhaskar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1392645
Schlagwörter	Elementary School Students; Urban Schools; Case Studies; Culturally Relevant Education; Sociocultural Patterns; Learning Theories; Minority Group Students; Student Empowerment; Elementary School Science; Interviews; Observation; Science Activities; Grade 5; Qualitative Research; Self Determination + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Case study; Fallstudie; Case Study; Soziokulturelle Theorie; Learning theory; Lerntheorie; Studienberechtigung; Interviewing; Interviewtechnik; Beobachtung; School year 05; 5. Schuljahr; Schuljahr 05; Qualitative Forschung; Selbstbestimmung
Abstract	In this interpretive case study, we draw from sociocultural theory of learning and culturally relevant pedagogy to understand how urban students from nondominant groups leverage their sociocultural experiences. These experiences allow them to gain an empowering voice in influencing science content and activities and to work towards self-determining the sciences that are personally meaningful. Furthermore, tying sociocultural experiences with science learning helps generate sociopolitical awareness among students. We collected interview and observation data in an urban elementary classroom over one academic year to understand the value of urban students' sociocultural experiences in learning science and choosing science activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01