Stakeholder Roles in an Action-Oriented Science Space

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Contribution to Books

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This study operationalized design principles based on using students’ assets as resources, critiquing and expanding canonical knowledge, and using science to engage in transformative action to explore the research question of what roles stakeholders took on when action-oriented science was jointly negotiated in an afterschool science club. Teaching and learning in this science space required roles to be dynamic and responsive to the unique needs found in action-oriented science. As students learned about the toxic lake and ways to clean it up in an afterschool science club called MARS, stakeholder roles had to quickly shift to address the in-the-moment questions, stories, and uncharted science knowledge. Shifting stakeholder roles centered on the collective goal of the need for a deep understanding of the science behind the lake toxicity and the desire to help the extended community learn ways that they could help the lake’s future. This common goal bonded the stakeholders and focused conversations as they shared ideas, employed these ideas, and ultimately shared understandings and actions with the extended community.

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