Science Learning in Urban Settings

Angela Calabrese Barton

Michigan State University

Last year I was interviewing a group of sixth-grade students from a high-poverty urban school in New York City. I had spent a great deal of time with them in an after-school program and thought I had a good sense of what they cared about. I had also spent time in their science class. The science class was interesting, primarily because most students held strong opinions about the teacher, Mr. Logan. Nearly all of the students I talked to believed that Mr. Logan was a good science teacher. Yet, nearly all of the students also said that they did not like science class!

As I began to probe this contradiction with the students, I said to them, “Tell ...

Get Handbook of Research on Science Education now with O’Reilly online learning.

O’Reilly members experience live online training, plus books, videos, and digital content from 200+ publishers.