Science learning and a Sense of Place in a Urban Middle School |
| |
Authors: | Miyoun Lim Angela Calabrese Barton |
| |
Institution: | 1. Teachers College Columbia University, New York, USA
|
| |
Abstract: | This paper offers an analysis into low-income, urban middle school children's sense of place and what and how their sense
of place matters in science learning by focusing on the following questions: In what ways is students' sense of place leveraged
in a science classroom? How does the content and context of science class shape how students leverage their sense of place?
What learning opportunities emerge when sense of place is leveraged in class? Drawing from an ethnographic investigation into
an environmental statistics class in a mid-sized public middle school, we examined sense of place events from their source,
process, and outcome perspectives. Our findings are presented from two aspects of sense of place events, (1) characterizing
students' sense of place by exploring sources of the sense of place events, and (2) examining processes of how students' sense
of place is being leveraged in the episodes. We also examine two kinds of tensions that emerge in the class when sense of
place is leveraged by students and acknowledged by the teacher: epistemological tensions (related to what the students are learning) and procedural tensions (related to how they are learning). |
| |
Keywords: | |
本文献已被 SpringerLink 等数据库收录! |
|