改变路线:推动社区科学学习的关系倾向

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH American Educational Research Journal Pub Date : 2023-04-23 DOI:10.3102/00028312231165909
Tamara L. Clegg, Kenna Hernly, June Ahn, Jason C. Yip, Elizabeth M. Bonsignore, Daniel Pauw, Caroline Pitt
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引用次数: 0

摘要

支持青少年的STEM倾向需要整个社区的成年人,但我们必须了解成年人在这种社区努力中带来的倾向,他们影响青少年学习的方式,以及他们是如何被社区塑造的。在本文中,我们研究了一个名为“科学无处不在”的社会技术系统,该系统邀请更广泛的社区与青少年在家庭、学校和社区环境中分享的科学学习经验进行互动。整合处置框架和基于资产的社区发展,我们提出了一个案例研究,在科学无处不在嵌入一个社区的四个焦点成年人。我们从性格发展的关系角度出发,利用社区成员的科学和关系资产,为年轻人,特别是来自资源受限社区的年轻人,提供动态的、社区特定的学习机会。
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Changing Lanes: Relational Dispositions That Fuel Community Science Learning
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.
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
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.
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