“We could think of things that could be science”: Girls' re-figuring of science in an out-of-school-time club
“We could think of things that could be science”: Girls' re-figuring of science in an out-of-school-time club
复制标题
“我们可以想到可以成为科学的东西”：女孩们在课外俱乐部中重新塑造科学
DOI：
10.1002/tea.21105
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发表时间：
2013
影响因子：
4.6
通讯作者：
Alice Carvalho
中科院分区：
文献类型：
--
作者：
Allison J. Gonsalves;Jrène Rahm;Alice Carvalho
在社会文化理论的基础上，本研究探讨了如何通过一系列多媒体活动来重新塑造科学的形象世界，这些活动被引入了一个青少年课后项目的女孩对话俱乐部。这项研究是多地点人种志的一部分，我们在三个地点探索了年轻人与科学的接触。在本文中，我们着重于一个网站的定性案例研究。我们分析了在一个通常用来讨论女孩问题的空间里，随着时间的推移，年轻人在一起重新定义科学的过程中调动的各种资源和科学文化模式。我们的研究表明，将科学引入重视青少年先前经验的校外时间（OST）空间似乎依赖于双向交流：将他们的经验重新定义为科学经验；重新定义科学，将他们的日常经历纳入其中。这项研究成功地帮助女孩们重新认识了科学世界，而不仅仅是动员与学校科学相关的文化模式。通过拼贴、视频制作、正式和非正式对话，青年从青年文化中调动资源，将自己定位为科学的内部人士，并重新定义科学，使其包括来自他们日常经验的资源。然而，这一数字也受到时间和空间的严重影响。后续采访表明，什么是“真正的科学”，或者年轻人如何看待自己与科学的关系，这种变化是有限的。最后，我们讨论了青年兴趣驱动的科学经验和脱离青年世界的学科实践驱动的科学经验之间的差距。我们讨论了将科学引入OST设置的这种紧张关系的含义，其计划目标超出了科学学习。©2013 Wiley期刊公司中国科学教育学报（英文版），2013
Grounded in sociocultural theory, this study explores how the figured world of science is reworked through a series of multi-media activities that were introduced into a girls-only conversation club in an after school program for Teens. The study is part of a multi-sited ethnography in which we explored youths' engagement with science within three sites. In this paper, we focus on a qualitative case study of one site. We present an analysis of the kinds of resources and cultural models of science that youth mobilized as they re-figured science together over time, and in a space usually reserved for talk about girls' issues. Our study revealed that a meaningful introduction of science into an out-of-school-time (OST) space that values youths' prior experiences seemed to depend on a two-way exchange: re-figuring their experiences as science-experiences; and the re-figuring of science to include their every-day experiences. The study was successful in helping the girls re-figure the world of science in ways that went beyond the mobilization of cultural models tied to school science only. Through collage, video production, formal and informal dialogue, youth mobilized resources from youth culture to position themselves as insiders to science and to refigure science to include resources from their everyday experiences. Yet, that figuring was also heavily marked by time and space. Follow-up interviews point to a limited shifting of what counts as “real science” or how the youth consider themselves in relation to science. We conclude with a discussion of the gap between youth interest driven science experiences and science experiences driven by disciplinary practices detached from the world of youth. We discuss the implications of such a tension for introducing science into OST settings with program goals that extend beyond science learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 1068–1097, 2013