Participating in Science at Home: Recognition Work and Learning in Biology

Autor/in	Zimmerman, Heather Toomey
Titel	Participating in Science at Home: Recognition Work and Learning in Biology
Quelle	In: Journal of Research in Science Teaching, 49 (2012) 5, S.597-630 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21014
Schlagwörter	Science Education; Elementary School Students; Middle School Students; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Females; Biology; Animals; Self Concept; Science Activities; Animal Behavior; Longitudinal Studies; Observational Learning; Pattern Recognition; Informal Education; Video Technology + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Weibliches Geschlecht; Biologie; Animal; Tier; Tiere; Selbstkonzept; Tierverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Imitationslernen; Mustererkennung; Informelle Bildung; Nichtformale Bildung
Abstract	This article presents an analysis of the longitudinal consequences of out-of-school science learning with a conceptual framework that connects the intentions of youth to their participation in science. The focus is on one girl's science activities in her home and hobby pursuits from fourth to seventh grade to create an empirical account of how youth gain access to scientific knowledge and science practices in informal learning environments. The analysis uses fieldnotes, videotape recordings, and transcripts centered on the epistemic, social, and material resources related to learning in biology. The focal participant of the study, Penelope, engaged with animal activities in her home and hobby pursuits in ways that overlapped scientific practice. She (1) engaged in observational inquiry, (2) used media to understand animal behavior, (3) tinkered with feeding to keep her animals healthy, and (4) manipulated her animals and animal-related artifacts to create routines and safe indoor habitats. Penelope used these four competencies to gain access to new science learning situations in school and afterschool settings. Yet, as she participated in science practices around animals, she sought to be recognized as uninterested in science. Instead, she used her talk and activities to be recognized in animal caretaking roles in the settings that mattered to her. Penelope's behavior of distancing herself from science while still seeking out experiences to learn about animal biology shows that recognition work is a complex negotiation between aspects of one's self and of science. Implications to theories are drawn related to science education and recognition work. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10