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dc.contributor.advisorThompson, Jessicaen_US
dc.contributor.authorHagenah, Saraen_US
dc.date.accessioned2015-09-29T18:02:03Z
dc.date.available2015-09-29T18:02:03Z
dc.date.submitted2015en_US
dc.identifier.otherHagenah_washington_0250E_14220.pdfen_US
dc.identifier.urihttp://hdl.handle.net/1773/33795
dc.descriptionThesis (Ph.D.)--University of Washington, 2015en_US
dc.description.abstractThis dissertation study investigates what happens when students participate in an afterschool science club designed around action-oriented science instruction, a set of curriculum design principles based on social justice pedagogy. Comprised of three manuscripts written for journal publication, the dissertation includes 1) Negotiating community-based action-oriented science teaching and learning: Articulating curriculum design principles, 2) Middle school girls’ socio-scientific participation pathways in an afterschool science club, and 3) Laughing and learning together: Productive science learning spaces for middle school girls. By investigating how action-oriented science design principles get negotiated, female identity development in and with science, and the role of everyday social interactions as students do productive science, this research fills gaps in the understanding of how social justice pedagogy gets enacted and negotiated among multiple stakeholders including students, teachers, and community members along what identity development looks like across social and scientific activity. This study will be of interest to educators thinking about how to enact social justice pedagogy in science learning spaces and those interested in identity development in science.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoen_USen_US
dc.rightsCopyright is held by the individual authors.en_US
dc.subjectEquity; Identity; Middle School; Science curriculum; Social justice pedagogy; Teaching practicesen_US
dc.subject.otherScience educationen_US
dc.subject.otherSecondary educationen_US
dc.subject.othereducation - seattleen_US
dc.titleUsing Science to Take a Stand: Action-Oriented Learning in an Afterschool Science Cluben_US
dc.typeThesisen_US
dc.embargo.termsOpen Accessen_US


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