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- W4317770479 abstract "At its best, in community and citizen science (CCS) learning happens as a part of scientific work: Young people engage with new practices and tools as they generate data and knowledge used by professional scientists, advocates, resource managers, and other decision makers. By expanding the roles youth may take up and allowing a diverse range of experiences to become relevant, CCS can disrupt narratives about who is and can be successful in science. In this Chapter we describe four key aspects of CCS – contribution to scientific work, nested purposes, engagement with multiple practices, tools and roles, and place-based engagement – that have potential to restructure science learning. Analyzing two case studies through a lens of identities-in-action, we examine how these aspects afford unique opportunities, where they fall flat, and how youth exert agency to direct experiences in science toward meaningful practices and identities. The case studies detail how work in CCS can help young people see science and themselves in new ways, but can also reinforce prior notions of science as exclusionary or disconnected. The findings shed light on how educators can tailor their projects and pedagogies to take advantage of the potential of CCS." @default.
- W4317770479 created "2023-01-24" @default.
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- W4317770479 date "2022-01-01" @default.
- W4317770479 modified "2023-10-17" @default.
- W4317770479 title "Identities in Action: Opportunities and Risks of Identity Work in Community and Citizen Science" @default.
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- W4317770479 doi "https://doi.org/10.1007/978-3-031-17642-5_12" @default.
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