Intergenerational Community Conservation Projects, STEM Identity Authoring, and Positioning: The Cases of Two Intergenerational Teams

Autor/inn/en	Campbell, Todd; Rodriguez, Laura; Moss, David M.; Volin, John C.; Arnold, Chester; Cisneros, Laura; Chadwick, Cary; Dickson, David; Rubenstien, Jesse M.; Abebe, Bethlehem
Titel	Intergenerational Community Conservation Projects, STEM Identity Authoring, and Positioning: The Cases of Two Intergenerational Teams
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 11 (2021) 2, S.174-190 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Campbell, Todd) ORCID (Rodriguez, Laura) ORCID (Arnold, Chester)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2021.1923081
Schlagwörter	Intergenerational Programs; Community Programs; Conservation (Environment); Adolescents; Adults; Identification; STEM Education; Informal Education; Role; Interaction + Suchen Sie Ihr Suchwort? Conservation; Environment; Konservierung; Bewahung; Umwelt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Identifikation; Identifizierung; STEM; Informelle Bildung; Nichtformale Bildung; Rollen; Interaktion
Abstract	This research aimed to better understand the interaction between positioning and STEM identity authoring as intergenerational teams collaborated to complete community conservation projects, following a two-day conservation and geospatial technology workshop. Scientists and science educators supported these learners as they developed the focus, resources, timeline, and methods used to accomplish their negotiated pursuits at the two-day workshop and throughout their subsequent community project as a form of public engagement. To better understand the ways in which intergenerational teams located or positioned themselves and their partners, the ways in which teens and adults engaged in STEM identity authoring, and the interplay between positioning and STEM identity authoring a two-case study was completed. In this, field observations, interviews, and project artifacts were collected as the primary data sources. Findings emerging from the qualitative analysis of the data collected revealed how positioning and STEM identity authoring were found to be entangled and concurrently reinforcing even at the outset of the intergenerational teams' work. Additionally, positioning and STEM identity authoring in intergenerational teams were influenced by societal and cultural norms. These findings as well as recommendations emerging from the findings are further elaborated with the aim of supporting future intergenerational work of teens and adults in informal STEM learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01