Science engagement as insight into the science identity work nurtured in community‐based science clubs
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract In this article, we explore how children of late elementary to middle school age, from low‐income communities in an East‐Central metropolitan area of Canada, described their interests in and attitudes toward science in an out‐of‐school science club program. We used the children's descriptions of emotional engagement to gain insights into the identity work being carried out in the science club. Our analysis was based on survey responses from 202 children enrolled for at least one academic year in the science club program at 21 different club sites and focus group commentary from a subset of 45 children attending 14 of the clubs. We added context to the children's perspectives by including commentary from semistructured interviews with nine science club staffers and insights from field notes made after club promotional events. Analysis revealed the enthusiasm of children and/or their families for science education prior to engaging with the clubs. The children's anticipation that club science would reflect their school‐based science experiences was quickly dispelled by the hands‐on nature of club activities and the positive relationships built with club staffers. Of concern was the finding that staff and children frequently reinforced a rigid dichotomy between school and club science. This distinction meant that, although children described themselves as improving their performance in school science, they often found it difficult to relate the fun enacted during club sessions to the learning that is required during school science classes. This finding is problematic given the club's focus on keeping children's options in formal and informal science education open for as long as possible. The paper concludes by using the insights provided by children and club staffers to propose ways of enhancing the club/school/home science connection to better support transfer of the positive outcomes of the club‐based science identity work.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.403 | 0.095 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.008 | 0.068 |
| Science and technology studies | 0.026 | 0.063 |
| Scholarly communication | 0.005 | 0.012 |
| Open science | 0.013 | 0.002 |
| Research integrity | 0.000 | 0.006 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it