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The Urban Review

, Volume 48, Issue 3, pp 355–379 | Cite as

Social Justice, Place, and Equitable Science Education: Broadening Urban Students’ Opportunities to Learn

  • Jacqueline Leonard
  • Scott A. Chamberlin
  • Joy B. Johnson
  • Geeta Verma
Article
First Online:

Abstract

In this paper, results from a 2-year informal science education study are presented. Children (aged 8–12) in this study participated in multi-aged groups to learn science within the context of paleontology and climate change. The goals of the project were to increase science content knowledge among underrepresented minority students and to enhance their interest in science. Providing urban students of color with opportunities to learn science may promote social justice and science as a civil right. Students in this study demonstrated science content knowledge and academic brilliance as they engaged in environmental science tasks. Results of paired t tests revealed science content knowledge increased significantly in Phase 1 (Saturday academy) of the study and on two of three content tests in Phase 2 (summer camp). Qualitative data revealed the depth of student learning and that student interest in science was generally positive. We conclude the program was moderately successful in terms of its goals and provided lessons learned in terms of engaging in equitable science teaching. This study adds to the extant literature on underrepresented students’ content knowledge and interest in science while participating in place-based, informal science education focused on paleontology and climate change.

Keywords

Equitable science teaching Informal science education Place-based education Geoscience education Urban students 
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Notes

Acknowledgments

We acknowledge Cara M. Moore, PhD, for analyzing quantitative data and Elsa Bailey, PhD, for conducting the project evaluation in this study. The material presented is based upon work supported by the National Science Foundation Award Number GEO-1260957. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  • Jacqueline Leonard
    • 1
  • Scott A. Chamberlin
    • 1
  • Joy B. Johnson
    • 2
  • Geeta Verma
    • 3
  1. 1.Department of Elementary and Early Childhood EducationUniversity of WyomingLaramieUSA
  2. 2.Princeton High SchoolPrincetonUSA
  3. 3.University of Colorado at DenverDenverUSA

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