Mediating cultural borders during science field trips |
| |
| Authors: | Kimberly Lebak |
| |
| Institution: | 1. Richard Stockton College of New Jersey, PO Box 195, Pomona, NJ, 08240, USA
|
| |
| Abstract: | In this paper, I analyze teacher and student roles in the teaching and learning of science at an informal learning center,
The Outdoor Classroom. As a white middle class informal learning science teacher, I examine my struggles to teach science
to students across boundaries of race, class, gender, and experience with the outdoors during field trips. Through the field
trip I did not have the time or face-to-face experience to make sense of the students’ culture, see their culture in terms
of capital, and align my enactment to benefit their learning. Likewise, the students did not have the time or face-to-face
experience with me in order to adapt their cultural capital and build the essential stocks of symbolic and social capital.
This research demonstrates how the classroom teacher draws upon previous transactions and emotions to successfully engage
her students in practices that promote the participation and learning of science. Through creating culturally adaptive ways
of transacting, teachers can provide opportunities for their students to generate positive emotional energy and group solidarity
in the learning of science at an informal science center. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
