Nasir, N. S., & McKinney de Royston, M. (2013). Power, identity, and mathematical practices outside and inside school. Journal for Research in Mathematics Education, 44(1), 264–287.
This article discusses intellectual activities in African American culture that privilege mathematical thinking. The mathematical thinking in these activities is often not valued in the classroom. The authors argue for a shift from a deficit view of the cultural activities of non-dominant groups to an additive perspective that values the cultural wealth of these groups and uses that wealth to support student identity and learning.
Vossoughi, S. & Bevan, B. (October, 2014). Making and Tinkering: A review of the Literature. National research Council Committee on Out of School Time STEM: 1-55.
Vossoughi and Bevan (2014) conducted a literature review of educational research on making and tinkering. They considered what was known about learning opportunities for young people afforded by high-quality tinkering and making experiences. Specifically they reviewed the historical roots of making, the emerging design principles that characterized tinkering and making programs, the pedagogical theories and practices that lead to supportive and collaborative learning environments, as well as the possibilities and tensions associated with equity-oriented teaching and learning.
Stocklmayer, S. M., Rennie, L. J., & Gilbert, J. K. (2010). The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education, 46(1): 1–44. doi:10.1080/03057260903562284
This Stocklmayer, Rennie, and Gilbert article outlines current challenges in preparing youth to go into science careers and to be scientifically literate citizens. The authors suggest creating partnerships between informal and formal education to address these challenges in school.
Bouillion, L. M., & Gomez, L. M. (2001). Connecting school and community with science learning: Real world problems and school-community partnerships as contextual scaffolds. Journal of Research in Science Teaching, 38(8), 878–898. doi:10.1002/tea.1037
To improve science education for culturally and linguistically diverse students, schools and communities can create “mutual benefit partnerships” to identify and address local problems. Through the example of the Chicago River Project, Bouillion and Gomez illustrate how such partnerships can connect formal learning contexts with the rich ways communities experience science outside of school.
Azevedo, F. S. (2011). Lines of practice: A practice-centered theory of interest relationships. Cognition and Instruction, 29(2), 147–184. doi:10.1080/07370008.2011.556834
What keeps an individual interested and motivates long-term engagement in a practice? This Azevedo article presents a grounded theory of long-term, self-motivated participation based on data gathered through an ethnography of hobbyists’ participation in model rocketry. The author emphasizes that long-term engagement depends on the connection of the activity to the participant’s “larger life.”
Clegg, T., & Kolodner, J. (2013). Scientizing and cooking: Helping middle-school learners develop scientific dispositions. Science Education, 98(1), 36–63. doi:10.1002/sce.21083
Participants in Kitchen Science Investigators, an afterschool program for middle school students, learn science through cooking, baking, and experimenting with recipes. In-depth case studies analyzed how and why girls begin to scientize, or see their worlds through a scientific lens, and how the program structure supported this shift.
Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010). "The coat traps all your body heat": Heterogeneity as fundamental to learning. Journal of the Learning Sciences, 19(3), 322–357.
This study makes the case for the ways in which children's everyday experiences are foundational to learning science. The authors argue for the importance of instruction that capitalizes on the diverse experiences and ways of thinking that children bring to the classroom. The article has implications for the design of learning activities in informal settings, where, in the absence of testing pressures, educators might be more free to engage children in "science talk" to support deeper meaning-making.
Nasir, N. S., & Hand, V. (2008). From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics. Journal of the Learning Sciences, 17(2), 143–179. doi:10.1080/10508400801986108
This article discusses the potential for learner engagement in the contexts of a basketball team and a mathematics classroom. The qualitative analysis centers on three aspects of each context: access to the domain, the integral roles available to learners, and opportunities for self-expression.
Gonsalves, A., Rahm, J., & Carvalho, A. (2013). “We could think of things that could be science”: Girls' re-figuring of science in an out-of-school-time club. Journal of Research in Science Teaching, 50(9), 1068–1097. doi:10.1002/tea.21105
This ethnographic case study illustrates what happens when informal educators introduce science concepts in non-scientific contexts, such as a program focused on youth culture and girls’ empowerment. Helping young people find the science in their everyday lives can build science trajectories and identities for youth from backgrounds that are historically underrepresented in the sciences.
Nemirovsky, R. (2011). Episodic feelings and transfer of learning. Journal of the Learning Sciences, 20(2), 308–337.
How does a past learning experience get integrated into a present moment? How does a memory make individuals feel about what they are learning now—and then remember it? The influence of a past event or memory can significantly affect the learning going on in a present moment. In this paper presenting a theory of transfer, Nemirovsky argues that past emotions, past physical movements, and cognitive memories—which he calls collectively "episodic feelings"—are evoked in a present moment and contribute to an individual’s learning.