Putting on a Green Carnival: Youth Taking Educated Action on Socioscientific Issues
Putting on a Green Carnival: Youth Taking Educated Action on Socioscientific Issues
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DOI：
10.1002/tea.21127
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发表时间：
2014-03-01
影响因子：
4.6
通讯作者：
Barton, Angela Calabrese
中科院分区：
文献类型：
--
作者：
Birmingham, Daniel;Barton, Angela Calabrese
与能源生产、使用或对气候变化的影响有关的社会科学问题仍然是地方、国家和全球辩论的前沿。这些问题的紧迫性要求公民不仅要了解相关学科知识，而且要有能力运用这些知识采取行动。本文调查了青少年在课后科学项目中的工作，该项目旨在研究社会科学问题，因为他们通过为同龄人和社区成员举办与绿色能源问题相关的绿色嘉年华，采取了受过教育的科学行动。我们将这项研究视为一项批判性的民族志，与青年一起规划和实施社区活动。我们特别有兴趣研究在社区中和为社区采取受教育的行动是什么样子，以及青年如何利用基于社区的科学专业知识来参与这项工作。我们的研究结果表明，基于地方的专业知识和科学专业知识的交叉为年轻人在社区中和为社区采取受教育的行动提供了动力。他们还指出，将基于地点的理解与核心科学理念相结合，可以为年轻人创造一个开放对话的空间，并改变科学与其社区之间的关系。我们讨论了科学教育者考虑受教育行动在非正式和正式科学学习空间中的作用的影响，以便利用科学专业知识促进公民行动。 (c) 2013 年 Wiley periodicals, Inc. J Res Sci Teach 51: 286-314, 2014
Socioscientific issues in connection to energy production, use or influence on climate change continue to be at the forefront of local, national, and global debates. The pressing nature of these issues requires citizens not only to understand relevant disciplinary knowledge but also to have the ability to use that knowledge to take action. This paper investigates the work of youth in an after school science program designed to examine socioscientific issues as they took educated action in science by putting on a green carnival for their peers and community members in relation to green energy issues. We approached this study as a critical ethnography working with youth as they planned and implemented a community event. In particular, we were interested in examining what taking educated action in and for one's community looks like and how youth leveraged community-based and scientific expertise to engage in this work. Our findings indicate that the intersection of place-based and science expertise provided an impetus for youth to take educated action in and for their community. They also indicate that merging place-based understandings with core science ideas resulted in youth creating a space to open dialog and alter the relationship between science and their community. We discuss the implications for science educators to consider the role of educated action in both informal and formal science learning spaces in order to foster civic action using scientific expertise. (c) 2013 Wiley Periodicals, Inc. J Res Sci Teach 51: 286-314, 2014