Science Youth Action Research: Promoting Critical Science Literacy Through Relevance and Agency

<p>This three-article dissertation presents complementary perspectives on Science Youth Action Research (Sci-YAR), a K-12 curriculum designed to emphasize relevance and agency to promote youth's science learning. In Sci-YAR, youth conduct action research projects to better understand science-related issues in their lives, schools, or communities, while they simultaneously document, analyze, and reflect upon their own practices as researchers. The first article defines Sci-YAR and argues for its potential to enhance youth's participation as citizens in a democratic society. The second article details findings from a case study of youth engaged in Sci-YAR, describing how the curriculum enabled and constrained youth's identity work in service of critical science agency. The third article provides guidance to science teachers in implementing student-driven curriculum and instruction by emphasizing Sci-YAR's key features as a way to promote student agency and relevance in school science.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

School of Education

Year dc:date.available

2014

Author dc:creator

• Coleman, Elizabeth

• action research
• agency
• curriculum
• identity
• relevance
• science education
• Curriculum and Instruction

Repository record dc:identifier

https://ecommons.luc.edu/luc_diss/892

OAI identifier oai:identifier

oai:ecommons.luc.edu:luc_diss-1891