Youth science learning as/for community participation: Examples from youth participatory action research.
in Journal of Youth Development, volume 18, issue 1
by Steven M. Worker, Sally Neas, Dorina Espinoza, Car Mun Kok, and Martin Smith
http://doi.org/10.34068/JYD.18.01.03
Youth development programs often provide young people with science learning experiences. We argue for reframing youth science learning from a focus on individual scientific literacy to an emphasis on collective scientific literacy—community science—to support young people in using science to address issues in their lives and communities. We provide examples from youth participatory action research (YPAR), one community science pedagogical approach. The YPAR model supports youth in deciding upon an environmental, economic, or social issue; designing and implementing research; and using their research findings to improve their community. We implemented YPAR with eight cohorts of youth over three years at five schools in Northern California. Using data generated from educator interviews and youth focus groups and analyzed with inductive thematic analysis, we explored what youth and educators reported about science engagement and learning. While YPAR projects offered opportunities for youth to strengthen scientific literacy, youth did not join a YPAR program because it was science education. Instead, as youth selected a personally meaningful topic, they began to see how they might affect community change. Engaging learners in relevant educational experiences situated in authentic community issues may improve motivation for deeper and sustained participation in science learning. Our YPAR example demonstrated an approach to learning STEM in youth development programs by ensuring relevancy and connection to community.
What is your article about?
We make two arguments about science education in out-of-school time, using our experience implementing youth participatory action research. First, we discuss redefining scientific literacy as a collective property rather than that of an individual; and second, for focusing science education programs on helping youth achieve positive community change/impact, rather than only advancing individual scientific literacy. We maintain that positioning science as a tool for social transformation (that is, integrating science learning and civic engagement) will tap into young people’s motivation, assets, and better prepare them to become central participants in communities.
Why is the topic important?
There’s a tremendous interest in, and programming for, STEM education during out-of-school time, mainly focused on strengthening individual young people’s scientific literacy and evaluated using cross-sectional surveys of content knowledge, scientific reasoning skills, and interest and attitudes. Yet, we have realized the limitations of this approach, and the tremendous value in science education that focuses on supporting young people in addressing injustices (i.e., community issues valued by the young people). We want the OST field to move beyond ‘science outcomes’ to helping youth achieve ‘community impact using science as a tool.’
What are two key take-aways?
- Tap into young people’s lived experience around community issues and help them explore using science practices and tools --- you’ll find young people are motivated and engaged.
- Youth participatory action research (YPAR) is an effective approach for practitioners to consider that integrates science education and civic engagement; it also has plenty of curricular resources and practical tips in the literature.
