Social Justice, Place, and Equitable Science Education: Broadening Urban Students' Opportunities to Learn

Autor/inn/en	Leonard, Jacqueline; Chamberlin, Scott A.; Johnson, Joy B.; Verma, Geeta
Titel	Social Justice, Place, and Equitable Science Education: Broadening Urban Students' Opportunities to Learn
Quelle	In: Urban Review: Issues and Ideas in Public Education, 48 (2016) 3, S.355-379 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-016-0358-9
Schlagwörter	Social Justice; Science Education; Informal Education; Children; Preadolescents; Paleontology; Climate; Knowledge Level; Minority Group Students; Student Interests; Science Achievement; Environmental Education; Program Effectiveness; Qualitative Research; Urban Schools; Place Based Education + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Naturwissenschaftliche Bildung; Informelle Bildung; Nichtformale Bildung; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Paläontologie; Klima; Wissensbasis; Studieninteresse; Umweltbildung; Umwelterziehung; Umweltpädagogik; Qualitative Forschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	In this paper, results from a 2-year informal science education study are presented. Children (aged 8-12) in this study participated in multi-aged groups to learn science within the context of paleontology and climate change. The goals of the project were to increase science content knowledge among underrepresented minority students and to enhance their interest in science. Providing urban students of color with opportunities to learn science may promote social justice and science as a civil right. Students in this study demonstrated science content knowledge and academic brilliance as they engaged in environmental science tasks. Results of paired t tests revealed science content knowledge increased significantly in Phase 1 (Saturday academy) of the study and on two of three content tests in Phase 2 (summer camp). Qualitative data revealed the depth of student learning and that student interest in science was generally positive. We conclude the program was moderately successful in terms of its goals and provided lessons learned in terms of engaging in equitable science teaching. This study adds to the extant literature on underrepresented students' content knowledge and interest in science while participating in place-based, informal science education focused on paleontology and climate change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01