Re-engaging disadvantaged youth through science: developing a framework of practice
Wilson, Kimberley Luanne, Lake, David, and Mcginty, Sue (2010) Re-engaging disadvantaged youth through science: developing a framework of practice. Internation Journal of Interdiscipliinary Social Sciences, 5 (6). pp. 237-247.
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Edmund Rice Education Australia Flexible Learning Centres (EREAFLCs) operate within a social inclusion framework to ‘walk with’ young people who have disengaged from the traditional schooling system. Students attending the centres face multiple stressors in their everyday life as well as significant barriers to achieving success in the classroom environment. Addressing the immediate literacy and numeracy concerns of students as they present at the centres has left little time to develop strategies for engaging students with traditionally ‘difficult’ subjects such as science. In addition, there is very little research material available to assist teachers in the development of teaching and learning strategies for science education that deal with the unique situation of the flexible learning context. The aim of this research is to build a framework for guiding scientific teaching practice in the context of working with students with complex needs and diverse backgrounds. The ‘Re-Engaging Disadvantaged Youth Through Science’ Project originated as a partnership between Edmund Rice Education Australia, James Cook University (Townsville) and the Australian Research Council, who provided funding for the three-year project.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||science education, alternative education, youth disengagement|
|Funders:||Australian Research Council (ARC)|
|Projects and Grants:||Re-Engaging Disadvantaged Youth Through Science (ARC)|
|Date Deposited:||25 Nov 2010 23:35|
|FoR Codes:||13 EDUCATION > 1303 Specialist Studies in Education > 130309 Learning Sciences @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9304 School/Institution > 930402 School/Institution Community and Environment @ 100%|
|Citation Count from Scopus||