Angela Calabrese Barton

The learning sciences and place: transforming how we think about urban science education why is it so difficult to bridge everyday science with school science? Bridging efforts: connected science Understanding what children bring -youth culture --- Instructional frameworks --- successful teacher content and youth focused Pigeon project KWL real pigeon documentation detailed drawings content analysis graphs/concept maps final KWL chart Then interviewed students focus was that they maintained original concepts and didn't see the purpose of studying the pigeons one student wanted to go to clean neighborhood and see pigeons there... even in class with master teacher doing reform-based science... AGENCY, as a place based construct... Agency - (Holland) Agency, place and learning Barton's perspective scoial cognition critical/feminist perspectives transformation, both what youth know and how they use what they know is deeply rooted in space... Place - physical, biological, political, social, and cultural with multidimensial histories and identities. science as tool and context in efforts to enact agency... Transforming Identity i.e. reptile boy, from class clown to expert through science and video project and done in a playful way, grades didn't improve but participation subtly shifted, how was space in afterschool program constructed that provided this opp? Bone Song - she used artistic skill to create bone song, and song was shared as a heuristic to teach the whole 6th grade, 95% on test. Transforming Worlds Extending human capital -science and tech knowledge Extending material capital - tech, etc. Expanding their social capital - experts, etc. made movie about animals because they wanted to go to zoo