Published In
Reimagining Science Education in the Anthropocene
Document Type
Book Chapter
Publication Date
2022
Subjects
Social justice, Science -- Study and teaching
Abstract
This chapter captures a panel discussion from the 2019 conference of Science Educators for Equity, Diversity, and Social Justice (SEEDS) in Norfolk, Virginia. The panel included two high school students, three high school chemistry teachers, a community organizer, an administrator for a large urban school district, and a university-based science educator. These panelists, the authors of this chapter, had been collaborating on an initiative to support youth participatory science (YPS) projects in high school chemistry classes (Morales-Doyle & Frausto, 2021). We share this lightly edited transcript of our conversation as a way to communicate perspectives about the opportunities and challenges of YPS from viewpoints across these constituency groups.
Rights
© The Author(s) 2022 -- CC BY
Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
The images or other third party material in this chapter are included in the chapter’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.
Persistent Identifier
https://archives.pdx.edu/ds/psu/41212
Citation Details
Morales-Doyle, D., Frausto, A., Canales, C., Chappell, M.J., Rajski, T., Aguilera, A., Clay, G., & Lopez, D. (2022). Reflections on teaching and learning chemistry through youth participatory science. In M. Wallace, J. Bazzul, M. Higgins, & S. Tolbert (Eds), Science education in the Anthropocene. Palgrave MacMillan.