Developing a sustained interest in science among urban minority youth |
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| Authors: | Sreyashi Jhumki Basu Angela Calabrese Barton |
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| Institution: | 1. Program in Science Education, Teachers College, Columbia University, 525 West 120th Street, New York, New York 10027, USAProgram in Science Education, Teachers College, Columbia University, 525 West 120th Street, New York, New York 10027, USA.;2. Program in Science Education, Teachers College, Columbia University, 525 West 120th Street, New York, New York 10027, USA |
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| Abstract: | This study draws upon qualitative case study to investigate the connections between the “funds of knowledge” that urban, high‐poverty students bring to science learning and the development of a sustained interest in science. We found that youth developed a sustained interest in science when: (1) their science experiences connected with how they envision their own futures; (2) learning environments supported the kinds of social relationships students valued; and (3) science activities supported students' sense of agency for enacting their views on the purpose of science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 466–489, 2007 |
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