Children Do Science

Learning to Recognize Children's Science
1. Auflage 2026
ISBN: 978-3-0343-5401-1
Verlag: Peter Lang

Buch, Englisch, Band 2, 216 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 349 g

Reihe: Bios-Mythois

This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers.

Autoren/Hrsg.

Schaffer, Kristen

Weitere Mitwirkende

Adams, Jennifer D.

Inhaltsverzeichnis

List of Tables - Introduction - Chapter 1. The Shifting Tides of Belonging in Science and Science Education - Chapter 2. Thinking With Theory—Funds of Knowledge (FoK) - Chapter 3. Embracing Critical Reflexivity - Chapter 4. Coming to Terms with STEM (Story 1) - Chapter 5. Robot-FoSK—Child Engineers and Social Innovators (Story 2) - Chapter 6. Of Slime and Scientific Expression - Chapter 7. The Science Centre—It Belongs to Us (Story 4) - Chapter 8. Learning and Working Towards Better - References

Über Autor(innen)

Kristen Schaffer is an Assistant Professor at Mount Royal University. Her teaching and research integrate the arts, sciences, and mathematics education with a focus on anti-oppressive, community-oriented practices. She draws on museum and classroom experience to support teacher candidates in creativity and critical reflexivity.