Developing a sustained interest in science among urban minority youth

2006/11/14 by Sreyashi Jhumki Basu, Angela Calabrese Barton · 7 citations
Social Sciences · #Indigenous and Place-Based Education #Educational Environments and Student Outcomes #Science Education and Pedagogy

paper · doi:10.1002/tea.20143

Abstract

Abstract This study draws upon qualitative case study to investigate the connections between the “funds of knowledge” that urban, high‐poverty students bring to science learning and the development of a sustained interest in science. We found that youth developed a sustained interest in science when: (1) their science experiences connected with how they envision their own futures; (2) learning environments supported the kinds of social relationships students valued; and (3) science activities supported students' sense of agency for enacting their views on the purpose of science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 466–489, 2007

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