A Cross-cultural Exploration of Children's Everyday Ideas: Implications for science teaching and learning

Wee, Bryan

doi:10.1080/09500693.2011.579193

Cited by 21 publications

(13 citation statements)

References 34 publications

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“…Despite these experiences, research has shown that both children and adults often develop an understanding about the natural world that is much different from what is presented by the scientific community (e.g., Osborne and Freyberg, 1985; Gauld, 1989; Howe et al. , 2011; Wee, 2012). This has been shown to be the case when examining how plants are introduced into the science curriculum.…”

Section: Introductionmentioning

confidence: 99%

Understanding Early Elementary Children's Conceptual Knowledge of Plant Structure and Function through Drawings

Anderson

Ellis

Jones

2014

LSE

100

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Section: Introductionmentioning

confidence: 99%

Understanding Early Elementary Children's Conceptual Knowledge of Plant Structure and Function through Drawings

Anderson

Ellis

Jones

2014

LSE

100

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“…The most prominent social groups in informal learning settings are families (defined as consisting of at least one adult and one child [Dierking & Falk, 1994]). Outdoor environmental learning settings are highly used resources for families' recreational and educational purposes Forist, 2003;Packer & Ballantyne, 2002); however, most studies on environmental learning have observed students during school-or universitybased field trips (Bamberger & Tal, 2006;Ernst & Theimer, 2011;James & Bixler, 2008;Morag & Tal, 2011;Wee, 2011). Consequently, there is a gap in the educational literature about how families learn science in outdoor settings, even while families' leisure pursuits are known to be highly influential in shaping environmental attitudes and interests (Chawla & Cushing, 2007;Hughes, Packer, & Ballantyne, 2011).…”

Section: Introductionmentioning

confidence: 99%

Prior Experiences Shaping Family Science Conversations at a Nature Center

McClain

Zimmerman

2014

Science Education

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Using families as the analytical focus, this study informs the field of informal science education with a focus on the role of prior experiences in family science conversations during nature walks at an outdoor‐based nature center. Through video‐based research, the team analyzed 16 families during walks at a nature center. Each family's prior science learning experience provided conversational strategies for learning together as a social group and when making meaning out of observations in the outdoors. This analysis provides three main findings: (1) families frequently tapped into a vast repertoire of previous experiences during conversations about nature and very often, explicitly sourced a specific prior experience in their dialogue with one another; (2) when families sourced a prior experience, they almost exclusively named an experience from a nonschool setting, with everyday experiences, designed spaces (i.e., informal institutions), and programs for science learning being the most common experiences cited; and (3) families leveraged references to prior experiences during family science conversations to serve four primary facilitation processes in conversation: reminding, prompting, explaining, and orienting. Implications from this study emphasize the importance of referencing previous life experiences during family science conversations as a meaning‐making tool and for additional research on families learning science in outdoor education spaces.

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“…This tenet asks that we make sure to always consider the voices and experiences of all individuals regardless of race, ethnicity, or gender. To date, an existing body of science education research clearly has focused on equity specific to populations of color, (Atwater, ; Brown, ; Butler, ; Calabrese Barton, ; Emdin, ; Gay, ; Ladson‐Billings, ; Lee, ; Mensah, ; Mutegi, ; Parsons, ; Rivera Maulucci, ; Rodriguez, ; Seiler, ; Walls, ; Wee, ). However, even with these efforts much work on establishing science education theory that is inclusive of and specific to Black and other persons of color, remains.…”

Section: Discussionmentioning

confidence: 99%

Awakening a dialogue: A critical race theory analysis of U. S. nature of science research from 1967 to 2013

Walls

2015

J Res Sci Teach

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As the nation's K‐12 classrooms become increasingly more racially, culturally, and linguistically diverse, it is incumbent upon the science community to seize opportunities to attend to the rhetoric of reform, namely to enhance scientific literacy for all students. Using Critical Race Theory (CRT) as a framework, this study examined 112 nature of science (NOS) research peer‐reviewed studies conducted in the U. S. from (1967 to 2013). Results suggests that while White participants are being represented in the NOS research, Black, Latino, Native American and other people of color, were found to be disproportionally excluded as participants. Implications of excluding these individuals are explored and suggestions for making NOS research more equitable are discussed. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 1546–1570, 2016

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A Cross-cultural Exploration of Children's Everyday Ideas: Implications for science teaching and learning

Cited by 21 publications

References 34 publications

Understanding Early Elementary Children's Conceptual Knowledge of Plant Structure and Function through Drawings

Understanding Early Elementary Children's Conceptual Knowledge of Plant Structure and Function through Drawings

Prior Experiences Shaping Family Science Conversations at a Nature Center

Awakening a dialogue: A critical race theory analysis of U. S. nature of science research from 1967 to 2013

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