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ERIC Number: EJ1299638
Record Type: Journal
Publication Date: 2021
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2154-8455
EISSN: N/A
Available Date: N/A
Intergenerational Community Conservation Projects, STEM Identity Authoring, and Positioning: The Cases of Two Intergenerational Teams
Campbell, Todd; Rodriguez, Laura; Moss, David M.; Volin, John C.; Arnold, Chester; Cisneros, Laura; Chadwick, Cary; Dickson, David; Rubenstien, Jesse M.; Abebe, Bethlehem
International Journal of Science Education, Part B: Communication and Public Engagement, v11 n2 p174-190 2021
This research aimed to better understand the interaction between positioning and STEM identity authoring as intergenerational teams collaborated to complete community conservation projects, following a two-day conservation and geospatial technology workshop. Scientists and science educators supported these learners as they developed the focus, resources, timeline, and methods used to accomplish their negotiated pursuits at the two-day workshop and throughout their subsequent community project as a form of public engagement. To better understand the ways in which intergenerational teams located or positioned themselves and their partners, the ways in which teens and adults engaged in STEM identity authoring, and the interplay between positioning and STEM identity authoring a two-case study was completed. In this, field observations, interviews, and project artifacts were collected as the primary data sources. Findings emerging from the qualitative analysis of the data collected revealed how positioning and STEM identity authoring were found to be entangled and concurrently reinforcing even at the outset of the intergenerational teams' work. Additionally, positioning and STEM identity authoring in intergenerational teams were influenced by societal and cultural norms. These findings as well as recommendations emerging from the findings are further elaborated with the aim of supporting future intergenerational work of teens and adults in informal STEM learning contexts.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1612650
Author Affiliations: N/A