Citation

Basu SJ, Barton AC. J. Res. Sci. Teach. 2007; 44(3): 466-489.

Copyright

(Copyright © 2007, John Wiley and Sons)

DOI

10.1002/tea.20143

PMID

unavailable

Abstract

This study draws upon qualitative case study to investigate the connections between the “funds of knowledge” that urban, high-poverty students bring to science learning and the development of a sustained interest in science. We found that youth developed a sustained interest in science when: (1) their science experiences connected with how they envision their own futures; (2) learning environments supported the kinds of social relationships students valued; and (3) science activities supported students' sense of agency for enacting their views on the purpose of science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 466–489, 2007