Tamara L. Clegg, Kenna Hernly, June Ahn, Jason C. Yip, Elizabeth M. Bonsignore, Daniel Pauw, Caroline Pitt
{"title":"Changing Lanes: Relational Dispositions That Fuel Community Science Learning","authors":"Tamara L. Clegg, Kenna Hernly, June Ahn, Jason C. Yip, Elizabeth M. Bonsignore, Daniel Pauw, Caroline Pitt","doi":"10.3102/00028312231165909","DOIUrl":null,"url":null,"abstract":"Supporting youths’ STEM dispositions takes an entire community of adults, yet we must understand the dispositions that adults bring to such community efforts, ways they influence youths’ learning and are shaped by the community. In this paper, we examine a sociotechnical system called Science Everywhere, which invited the broader community to interact with science learning experiences youths shared across home, school, and community settings. Integrating frameworks for disposition and asset-based community development, we present a case study of four focal adults within Science Everywhere embedded in one neighborhood. We make the case for a relational perspective of disposition development that leverages community members’ science and relational assets to foster dynamic, community-specific learning opportunities for youths, particularly those from resource-constrained communities.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"2022 1","pages":"621 - 661"},"PeriodicalIF":3.5000,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/00028312231165909","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Supporting youths’ STEM dispositions takes an entire community of adults, yet we must understand the dispositions that adults bring to such community efforts, ways they influence youths’ learning and are shaped by the community. In this paper, we examine a sociotechnical system called Science Everywhere, which invited the broader community to interact with science learning experiences youths shared across home, school, and community settings. Integrating frameworks for disposition and asset-based community development, we present a case study of four focal adults within Science Everywhere embedded in one neighborhood. We make the case for a relational perspective of disposition development that leverages community members’ science and relational assets to foster dynamic, community-specific learning opportunities for youths, particularly those from resource-constrained communities.
期刊介绍:
The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.