Inquiry, agency, and science learning in afterschool

August 1st, 2011 | RESEARCH

This study investigates the relationship between science learning, science learning identities, and student agency. To support the development of science learning identities, the authors argue for the need to provide children/youth with opportunities to engage with science in ways that meaningfully blend the world of science with students' social worlds. This paper can help ISE educators leading youth programs consider the ways they listen to voices and interests of children/youth in order to affirm and support their development of identities as productive science learners.

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Team Members

Bronwyn Bevan, Author, Exploratorium

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Tags

Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science | Social science and psychology
Resource Type: Research Brief

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This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within InformalScience.org are those of the authors and do not necessarily reflect the views of NSF.

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