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Creating relevant science through urban planning and gardening
Author(s) -
Fusco Dana
Publication year - 2001
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.1036
Subject(s) - science education , situated , sociology , relation (database) , pedagogy , science learning , engineering ethics , mathematics education , psychology , engineering , computer science , database , artificial intelligence
The purpose of this article is to describe a community‐based science project that was coproduced with urban teenagers and to elaborate on my understanding of what it means to create a practicing culture of science learning . This understanding will be positioned in relation to various educationally relevant discourses and research on urban science education, concluding with an exploration of these questions: In what ways did an urban planning and community gardening project help to create a learning environment in which science was relevant? To whom was science relevant and toward what ends? It is argued that in a practicing culture of science learning, science was relevant because (a) it was created from participants' concerns, interests, and experiences inside and outside science, (b) it was an ongoing process of researching and then enacting ideas, and (c) it was situated within the broader community. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 860–877, 2001