Schools and informal science settings: collaborate, co-exist, or assimilate?

Adams, Jennifer D.; Gupta, Preeti; DeFelice, Amy

doi:10.1007/s11422-012-9399-x

Cited by 23 publications

(11 citation statements)

References 3 publications

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“…The call for authenticity is seen through the use of various terminologies, for example “authentic science-learning experiences” (Adams, Gupta, & DeFelic, 2012), “authentic science curriculum” (Braund & Reiss, 2006), “authentic science experiences” and “authentic science” (van Eijck & Roth, 2009). and “authentic inquiry” (Sarkar and Frazier, 2008).…”

Section: Introductionmentioning

confidence: 99%

Can Experiences of Authentic Scientific Inquiry Result in Transformational Learning?

Walker

Molnar

2013

Journal of Transformative Education

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This work examines the experience of secondary school students involved in authentic science inquiry (ASI) at the Canadian Light Source. We suggest this experience is a transformational learning experience for participants. Using evidence from surveys and interviews from a total of 119 high school students, 23 teachers, and 18 scientists participating in the Students on the Beamline project during 2007–2010, we employ a transformational learning theory framework (Cranton, 2002; Mezirow, 1997a, b; Imel, 1998) in an interpretive approach to determine the extent this experience is transformative. Discussions of ASI and transformational learning are provided. Our investigation suggests that transformational learning can occur through such learning activity highlighted, for example, by changes in student perceptions of scientists, perceptions of themselves as capable of sophisticated science investigation, and considerations of science as a future life endeavour.

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Section: Introductionmentioning

confidence: 99%

Can Experiences of Authentic Scientific Inquiry Result in Transformational Learning?

Walker

Molnar

2013

Journal of Transformative Education

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“…These concerns are also reflective of the work of scholars of color (Adams, Gupta, & DeFelice, 2012 ), Black, Brown, Indigenous, and Latinx women (Gutiérrez, 2017 ) and feminist scientists (Barad, 2007 ). These scholars have been calling for more expansive and epistemologically pluralistic and expansive views of science and science curriculum, teaching, and learning that takes into consideration historical and sociopolitical issues.…”

Section: From Empowerment To Critical Response-abilitymentioning

confidence: 99%

“…They can pick up or learn more than the content (e.g., science). More than often, interactions within learning ecologies can tacitly reinforce hierarchical relations to existing knowledge systems, rules, norms, and identities (Adams, Gupta, & DeFelice, 2012 ). This includes how diverse young people’s social identities are positioned and expected to change in relation to dominant culture and practices, and how these expectations come from a position of power.…”

Section: Designing Learning Ecologies For Sustainability and Critical Response-abilitymentioning

confidence: 99%

The quest for sustainable futures: designing transformative learning spaces with multilingual Black, Brown, and Latinx young people through critical response-ability

Kayumova

Tippins

2021

Cult Stud of Sci Educ

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In an era of global climate change, intertwined with social and ecological predation, there is growing recognition of the importance of building socially, environmentally, culturally pluralistic, just and sustainable futures. Yet many of the calls for reform and discourses around sustainability are authored and defined through top-down approaches, by those who have power, privilege, and cognitive authority, and excludes the voices, identities, and epistemologies of those in the margins. In this paper we argue for the need to design and develop transformative learning ecologies that explicitly position the diverse voices of youth from nondominant communities as central to re-defining and re-envisioning relationally just, pluralistic, and sustainable futures. To this end, we seek to provide examples from participatory design-based learning ecologies to illustrate the centering of middle school youth voices and agencies from multilingual Black, Brown, and Latinx communities through critical response-ability. These examples highlight how these youth grapple with the uncertain landscapes of sustainability in their communities and provide counter-narratives to traditional deficit-based discourses and youth empowerment. We draw on what we have learned from multilingual youth to offer some suggestions for designing transformative learning ecologies situated within the framework of critical-response-ability in the quest for sustainable, thriving, and just futures.

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“…Although some field trips are primarily recreational, trips to informal learning institutions like museums or zoos often serve specific academic purposes. Research indicates that experiences in these types of informal learning environments contribute to students’ knowledge and skills in a way that differs from school‐based instruction (Adams, Gupta, & DeFelice, ; Feder et al, ; Phillips, Finkelstein, & Wever‐Frerichs, ), but no studies have estimated the impact of field trips on standardized test scores.…”

mentioning

confidence: 99%

A day at the museum: The impact of field trips on middle school science achievement

Whitesell

2016

J Res Sci Teach

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Field trips are an important feature of the United States' education system, although in the current context of high-stakes tests and school accountability, many schools are shifting resources away from enrichment. It is critical to understand how field trips and other informal learning experiences contribute to student test scores, but little research has explored the impact of field trips on standard measures of academic learning. In this study, I used 6 years of student-level data to estimate the impact of field trips to informal science education institutions on New York City students' performance on the state's standardized eighthgrade science exam. Using a rigorous identification strategy with school fixed effects to capitalize on variation in field trip participation within schools over time, I found small positive effects of exposure to field trips on students' science test scores and proficiency. Effects were largest for Hispanic students and those who qualified for free or reduced-price lunch. This evidence that field trips can contribute positively to student achievement is meaningful for policymakers and administrators, as it suggests schools can provide enrichment experiences that families desire without sacrificing student test scores. The study suggests that field trips might be an effective tool for reducing achievement gaps. #

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Schools and informal science settings: collaborate, co-exist, or assimilate?

Cited by 23 publications

References 3 publications

Can Experiences of Authentic Scientific Inquiry Result in Transformational Learning?

Can Experiences of Authentic Scientific Inquiry Result in Transformational Learning?

The quest for sustainable futures: designing transformative learning spaces with multilingual Black, Brown, and Latinx young people through critical response-ability

A day at the museum: The impact of field trips on middle school science achievement

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