Middle years students’ engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationships

Garth Stahl, Laura Scholes, Sarah McDonald, Jo Lunn · 2019 · Pedagogy Culture and Society

Summary. Rural and urban Australian middle-school students develop science engagement differently based on family relationships and local knowledge. The study of 45 Year 8 students reveals that place-based knowledge and family social capital significantly influence science identity formation. Rural students draw on different knowledge resources than urban peers. Teachers can better support science engagement by recognizing and building on students' existing family knowledge and local expertise rather than assuming uniform science capital across communities.

Read the original

@article{stahl-2019-middle-years-students-engagement-science,
  title   = {Middle years students’ engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationships},
  author  = {Garth Stahl and Laura Scholes and Sarah McDonald and Jo Lunn},
  journal = {Pedagogy Culture and Society},
  year    = {2019},
  doi     = {10.1080/14681366.2019.1684351},
  url     = {https://doi.org/10.1080/14681366.2019.1684351}
}

TY  - JOUR
TI  - Middle years students’ engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationships
AU  - Garth Stahl
AU  - Laura Scholes
AU  - Sarah McDonald
AU  - Jo Lunn
JO  - Pedagogy Culture and Society
PY  - 2019
DO  - 10.1080/14681366.2019.1684351
UR  - https://doi.org/10.1080/14681366.2019.1684351
ER  - 

Details

DOI

10.1080/14681366.2019.1684351

Countries

Australia

Regions

Oceania

Categories

education, regional-innovation-systems

Added

2026-04-28