Democratic Participation With Scientists Through Place-Based Socioscientific Inquiry

• In Event: Democratic Citizenship in Education 2

Abstract

In this study, we explored the ways in which science instruction can move beyond considerations of the nature of science and technology in society to extending into place-based education, issues relevant to students, and privileging of student voice in scientific collaborations.While all of the pre-service teachers engaged in rich discussion of their perspectives with scientists to enhance the investigation of their topics, some experienced a redistribution of the roles of participation in the production of scientific knowledge that was integrated into the scientists’ decision-making processes. The materialization of these models depended on the structures of the student-scientists collaboration and the ways in which these malleable structures were flexed and negotiated.

Authors

• Kristin Leigh Cook, Indiana University

• Gayle A. Buck, Indiana University