We Be Burnin'! Agency, Identity and Science Learning

Date: 
Thursday, April 1, 2010
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Public Programs, Afterschool Programs, Summer and Extended Camps
Audience: 
Elementary School Children (6-10) | Middle School Children (11-13) | Youth/Teen (up to 17) | Educators/Teachers | Museum/ISE Professionals
Discipline: 
Computing and information science | Engineering | Technology
Access and Inclusion: 
Low Socioeconomic Status
Urban
Organization:
Michigan State University
Description: 

This article investigates the development of agency in science among low-income urban youth aged 10 to 14 as they participated in a voluntary year-round program on green energy technologies conducted at a local community club in a midwestern city. Focusing on how youth engaged a summer unit on understanding and modeling the relationship between energy use and the health of the urban environment, we use ethnographic data to discuss how the youth asserted themselves as community science experts in ways that took up and broke down the contradictory roles of being a producer and a critic of science/education. Our findings suggest that youth actively appropriate project activities and tools in order to challenge the types of roles and student voice traditionally available to students in the classroom. We Be Burnin'!

Funder(s): 
NSF
Funding Program: 
ITEST
Award Number: 
0737642
Citation
DOI:
10.1080/10508400903530044
Publication Name: 
Journal of the Learning Sciences
Volume: 
19
Number: 
2
Page Number: 
187-229

Team Members

Edna TanEdna TanAuthor

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