– This youth’s interest in various aspects of the sciences was years in the making, embedded in situated events that were part of a space-time continuum bound by passion for the practices involved, influenced by specific cultural practices, and explored with the help of close family collaborators.
– School science activity in which the youth in question participated both supported and could have potentially constrained her science-related cultural learning pathways.
– Stella (the mother) identified, created, enabled, and facilitated many informal learning practice arrangements for Brenda (the student), although she positioned herself as a collaborator, and at times, as a bystander.
– Brenda’s relationships with her cousin, aunt, and grandmother were also important with respect to Brenda’s interest development in relation to these science-related practices.
– Through her actions, talk, choice of activity, etc., Brenda herself identified as someone interested in aspects of the sciences, and Stella actively positioned Brenda (through her actions, talk, choice of activity, choice ofsettings) as someone capable of doing science-related work.
2014 - “What Comes to Mind When You Think of Science? The Perfumery!”: Documenting Science-Related Cultural Learning Pathways Across Contexts and Timescales
Bricker, Leah A., & Bell, Philip
Researchers: Leah A. BrickerPhilip Bell
University Affiliation: University of Michigan
Email: lbricker@umich.edu
Research Question:
How do everyday moments - experienced across settings, pursuits, social groups, and time - result in scientific learning, expertise development, and identification?
Published: Yes
Journal Name or Institutional Affiliation: Journal of Research in Science Teaching
Journal Entry: Vol. 51, No. 3, Pp. 260-285
Year: 2014
Findings:
Data Description:
The data used in this analysis stem from an ethnography of youth science and technology learning across settings time scales that we conducted from January, 2006 through June, 2008 (see Bell et al., 2012a). Youth participants in the ethnography were living with their families and going to school in a large city in the Pacific Northwest.
The following methods are used in this research: (a) observation and participant observation in school, homes, and various community settings, (b) clinical and ethnographic interviews, (c) document collections, (d) surveys, and (e) self-documentation tasks focusing on specific themes like images of science and technology.
Theoretical Framework:
Relevance:STEM Interest/Pursuit/Aspirations/Intent
Archives: K-16 STEM Abstracts