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resource research Media and Technology

Pathways in informal science learning: a practice-research brief

This briefing paper reports findings from the Youth Access & Equity in Informal Science Learning (ISL) project, a UK-US researcher-practitioner partnership funded by the Science Learning+ Phase 1 scheme. Our project focuses on young people aged 11-14 primarily from under-served and non-dominant communities and includes researchers and practitioners from a range of ISL settings, including designed spaces (eg museums, zoos), community-based (e.g. afterschool clubs) and everyday science spaces (e.g. science media).
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TEAM MEMBERS: Angela Calabrese Barton Lynn Dierking Day Greenberg Louise Archer emily dawson Amy Seakins
resource research Media and Technology

Equity in informal science learning: a practice-research brief

This briefing paper reports findings from the Youth Access & Equity in Informal Science Learning (ISL) project, a UK-US researcher-practitioner partnership funded by the Science Learning+ scheme. Our project focuses on young people aged 11-14 primarily from under-served and non-dominant communities and includes researchers and practitioners from a range of ISL settings: designed spaces (e.g. museums, zoos), community-based (e.g. after school clubs) and everyday science spaces (e.g. science media).
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TEAM MEMBERS: emily dawson Amy Seakins Louise Archer Angela Calabrese Barton Lynn Dierking
resource research Public Programs

Reflective scientific sense-making dialogue in two languages: The science in the dialogue and the dialogue in the science

In this paper I focus on the transition from everyday to scientific ways of reasoning, and on the intertwined roles of meaning-making dialogue and science content as they contribute to scientific literacy. I refer to views of science, and how scientific understanding is advanced dialogically, by Hurd (Science Education, 1998, 82, 402-416), Brown (The Journal of Learning Sciences, 1992, 2(2), 141-178), Bruner (Acts of Meaning, Cambridge, MA: Harvard University Press, 1990), Roth (In J. Brophy (Ed.), Social Constructivist Teaching: Affordances and Constraints (Advances in Research on Teaching
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TEAM MEMBERS: Doris Ash
resource research Public Programs

Learning Environments at the Margin: Case Studies of Disenfranchised Youth Doing Science in an Aquarium and an After-School Program

In this article, we explore how two informal educational contexts—an aquarium and an after-school science program—enabled disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating what doing science meant to them and how they positioned themselves in relation to science. We contribute to the extensive literature on the value of learning beyond the school walls, yet focus on ethnically and linguistically diverse youth from low-income backgrounds who have often been excluded from such settings. We suggest that such out-of
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TEAM MEMBERS: Jrene Rahm Doris Ash