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Investigating Informal STEM Teaching and Learning in a Planetarium's Urban Youth Leadership Program

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thesis
posted on 01.12.2019, 00:00 authored by Kristen Vogt
Science museums have become more inclusive and engaging to audiences, including the development of programming intended to reach wider audiences and provide more equitable access to science learning. However, how do educators and designers of these programs conceptualize equity? To explore this question, interviews with educators (n=6), student artifacts, and program documents were analyzed to identify the ways educators talked about equity in one out-of-school youth program created and implemented by a large, urban science museum. These discourses of equity fit into five categories: bridging in-school and out-of-school, community acceptance, infrastructure access, motivation/enjoyment and positive affective responses, and increase access for a select few.

History

Advisor

Phillips, Nathan

Chair

Phillips, Nathan

Department

Curriculum and Instruction

Degree Grantor

University of Illinois at Chicago

Degree Level

Doctoral

Degree name

PhD, Doctor of Philosophy

Committee Member

Morales Doyle, Daniel Quinn, Therese Stovall, David Calabrese Barton, Angela

Submitted date

December 2019

Thesis type

application/pdf

Language

en

Issue date

16/12/2019

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