Urban Science Education for the Hip-Hop Generation

Emdin, Christopher

doi:10.1163/9789087909888

Cited by 93 publications

(50 citation statements)

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“…That is, that these resources may be seen as contributing to new and valid forms of engagement in science that could re‐figure classroom science in durable ways. For example, Emdin () describes how teachers' use of analogy in science (comparing issues and realities of students' experiences) has been shown to display a sympathetic desire to understand youth culture. In turn, the use of analogy to connect youth culture and science has demonstrated heightened levels of student interest, emotional energy, and participation (Seiler, ).…”

Section: Discussionmentioning

confidence: 99%

“We could think of things that could be science”: Girls' re‐figuring of science in an out‐of‐school‐time club

2013

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Grounded in sociocultural theory, this study explores how the figured world of science is reworked through a series of multi‐media activities that were introduced into a girls‐only conversation club in an after school program for Teens. The study is part of a multi‐sited ethnography in which we explored youths' engagement with science within three sites. In this paper, we focus on a qualitative case study of one site. We present an analysis of the kinds of resources and cultural models of science that youth mobilized as they re‐figured science together over time, and in a space usually reserved for talk about girls' issues. Our study revealed that a meaningful introduction of science into an out‐of‐school‐time (OST) space that values youths' prior experiences seemed to depend on a two‐way exchange: re‐figuring their experiences as science‐experiences; and the re‐figuring of science to include their every‐day experiences. The study was successful in helping the girls re‐figure the world of science in ways that went beyond the mobilization of cultural models tied to school science only. Through collage, video production, formal and informal dialogue, youth mobilized resources from youth culture to position themselves as insiders to science and to refigure science to include resources from their everyday experiences. Yet, that figuring was also heavily marked by time and space. Follow‐up interviews point to a limited shifting of what counts as “real science” or how the youth consider themselves in relation to science. We conclude with a discussion of the gap between youth interest driven science experiences and science experiences driven by disciplinary practices detached from the world of youth. We discuss the implications of such a tension for introducing science into OST settings with program goals that extend beyond science learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 1068–1097, 2013

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Section: Discussionmentioning

confidence: 99%

“We could think of things that could be science”: Girls' re‐figuring of science in an out‐of‐school‐time club

2013

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“…Furthermore, I maintain that science education as traditionally practiced may not sufficiently meet the needs of students who are a part of hip‐hop culture if it is blind to the fact that this culture and its complex relationship to teaching and learning even exist. (Emdin, , p. 6)…”

Section: Resultsmentioning

confidence: 99%

Lyricism, Identity, and the Power of Lyricism as the Third Space

2016

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This study used the construct of “lyricism” as an instructional practice to explore the identity connections and cognitive learning potential embedded in instruction in a culturally relevant context. Through a 5‐week mixed methods study of students using the principles of lyricism (e.g., metaphor, double entendre, personification, polysemy, simile, and analogy), we used content analysis and interviews to analyze five students’ experiences learning science through lyricism. Our resulting analysis highlighted the generative potential of lyricism as a teaching tool, as students were required to develop a detailed understanding of the concept being taught to complete the lyrical tasks associated with the activity. We discovered that students developed a detailed understanding of the concepts while concurrently developing a rich appreciation of the scientific language they learned in the process. In this way, using lyricism as a teaching tool was paramount to the construction of a “third space” for science teaching and learning.

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“…Reality pedagogy provides opportunities for teachers to immerse themselves in the practices, rituals and artifacts are what drive students to feel, think and act in particular ways (Cobern 1996). Thus, through the opportunities provided by reality pedagogy for the teacher to be a part of student activities, practices and rituals, a more accurate reflection of student culture in the classroom can be delivered during instruction (Emdin 2010(Emdin , 2011.…”

Section: Reality Pedagogymentioning

confidence: 99%

“…Reality pedagogy involves the strategic enactment of certain practices that feed into the nature of instruction in the classroom and which have been developed from years of research conducted in classrooms in two large cities in the Northeastern United States, namely, New York City and Philadelphia (Beers and LaVan 2005;Emdin 2007Emdin , 2010Seiler and Elmesky 2007;Tobin, Elmesky and Seiler 2005;Tobin and Roth 2005). In these studies, certain practices were enacted as a means for improving urban science instruction, and then evaluated for their effectiveness.…”

Section: Reality Pedagogymentioning

confidence: 99%

“…However, further research uncovered that the earlier three dimensions, without a focus on content and context, would not reach their potential as facilitators of successful classroom practice. These foci for urban science teaching are cogenerative dialogues, co-teaching, cosmopolitanism, context studies, and content understandingwhich have been referred to as the 5 Cs of reality pedagogy (Emdin 2010).…”

Section: Reality Pedagogymentioning

confidence: 99%

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A cross-national mixed-method study of reality pedagogy

Sirrakos

Fraser

2016

Learning Environ Res

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This mixed-methods cross-national study investigated the effectiveness of reality pedagogy (an approach in which teachers become part of students' activities, practices and rituals) in terms of changes in student perceptions of their learning environment and attitudes towards science. A questionnaire was administered to 142 students in grades 8-10 in the Bronx, New York City and Dresden, Germany. The questionnaire combines learning environment scales from the Constructivist Learning Environment Survey (CLES) and the What Is Happening In this Class? (WIHIC) questionnaire with attitude scales from the Test of Science-Related Attitudes (TOSRA). Student interviews were used to support questionnaire findings. Quantitative data analyses revealed that reality pedagogy had a greater impact on students in the Bronx than in Dresden, with qualitative data clarifying differences in how reality pedagogy was enacted in each geographic area. Overall, our findings add to the body of evidence concerning the effectiveness of reality pedagogy as an approach to teaching and learning science across a variety of contexts.

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Urban Science Education for the Hip-Hop Generation

Cited by 93 publications

References 0 publications

“We could think of things that could be science”: Girls' re‐figuring of science in an out‐of‐school‐time club

“We could think of things that could be science”: Girls' re‐figuring of science in an out‐of‐school‐time club

Lyricism, Identity, and the Power of Lyricism as the Third Space

A cross-national mixed-method study of reality pedagogy

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