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“What comes to mind when you think of science? The perfumery!”: Documenting science‐related cultural learning pathways across contexts and timescales
dc.contributor.authorBricker, Leah A.en_US
dc.contributor.authorBell, Philipen_US
dc.date.accessioned2014-03-05T18:19:11Z
dc.date.available2015-04-16T14:24:20Zen_US
dc.date.issued2014-03en_US
dc.identifier.citationBricker, Leah A.; Bell, Philip (2014). "“What comes to mind when you think of science? The perfumery!”: Documenting science‐related cultural learning pathways across contexts and timescales." Journal of Research in Science Teaching 51(3): 260-285.en_US
dc.identifier.issn0022-4308en_US
dc.identifier.issn1098-2736en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/106138
dc.description.abstractIn this paper, we explore the details of one youth's science‐related learning in‐ and out‐of‐school at the time of her participation in an ethnography of youth science and technology learning across contexts and over time. We use the Cultural Learning Pathways Framework to analyze the youth's interests, and the related sociocultural, historical, material, and affect‐laden practices in which she and her family participated. The following question guided our analysis: How do everyday moments—experienced across settings, pursuits, social groups, and time—result in scientific learning, expertise development, and identification? We found that this youth's interest in various aspects of the sciences was years in the making, embedded in situated events that were part of a space–time continuum bound by passion for the practices involved, influenced by specific cultural practices, and explored with the help of close family collaborators. We also found that school science activity in which the youth in question participated both supported and could have potentially constrained her science‐related cultural learning pathways. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 51: 260–285, 2014en_US
dc.publisherSpringeren_US
dc.publisherWiley Periodicals, Inc.en_US
dc.subject.otherLearning In‐ and Out‐Of‐Schoolen_US
dc.subject.otherEthnographyen_US
dc.subject.otherCulture and Science Learningen_US
dc.subject.otherLearning Pathwaysen_US
dc.title“What comes to mind when you think of science? The perfumery!”: Documenting science‐related cultural learning pathways across contexts and timescalesen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelManagementen_US
dc.subject.hlbsecondlevelScience (General)en_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbsecondlevelWomen's and Gender Studiesen_US
dc.subject.hlbtoplevelScienceen_US
dc.subject.hlbtoplevelHumanitiesen_US
dc.subject.hlbtoplevelBusiness and Economicsen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/106138/1/tea21134.pdf
dc.identifier.doi10.1002/tea.21134en_US
dc.identifier.sourceJournal of Research in Science Teachingen_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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