Children Do Science: Learning to Recognize Children's 2

This book explores how educators and researchers can shift deficit views by recognizing all children as science practitioners. Using personal narrative, community-based research, and a funds of science knowledge framework, it shows how to affirm children’s diverse science practices and reimagine equity in science education. This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers.

Pagina's: 236, Editie: Eerste editie, Paperback, Lang, Peter