To address the limited time and support for elementary science, science instruction is sometimes distributed among classroom teachers, science specialists, and informal science educators, creating a complex school science culture. We investigate how student agency may be enabled and constrained when school science learning happens simultaneously across multiple school contexts. Using a social practice theory lens, we examine how three third-grade students with a strong interest in science attempt to pursue their own interest-driven inquiries across the classroom, school garden, and science lab and how the culture and resources of those contexts may enable or constrain students' understanding and use of environmental science in their lives and communities, or environmental science agency (ESA). Drawing on observations, videos, and interview data, we found that the particular culture of the different science learning settings appeared to enable or constrain students' ESA. The classroom teacher allowed for narrow forms of participation in science practice, and both she and the students reinforced these norms, which seemed to constrain ESA across all three settings. The science teacher allowed for broader forms of student participation, which appeared to support student ESA in the science lab. Students drew on flexible activity structures as well as access to scientific tools, living organisms, and citizen science resources to take actions to pursue their own inquiries. We found ESA for students in the garden was supported by garden resources but narrow forms of participation reinforced by the classroom teacher, garden teacher, and students transferred to the garden context. While this study explored student agency over 2 months, these findings have broader application because students receiving conflicting messages about who one can be in science can have implications for possible futures they might imagine for themselves.

中文翻译：

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跨学校科学环境检查学生环境科学机构

为了解决对基础科学的时间和支持有限的问题，科学教学有时会分配给课堂教师、科学专家和非正式的科学教育者，从而形成复杂的学校科学文化。我们调查了当学校科学学习在多个学校环境中同时发生时，如何启用和限制学生能动性。使用社会实践理论的视角，我们研究了三名对科学有浓厚兴趣的三年级学生如何尝试在课堂、学校花园和科学实验室中进行他们自己的兴趣驱动的探究，以及这些环境的文化和资源如何促进或限制学生在生活和社区或环境科学机构 (ESA) 中理解和使用环境科学。根据观察、视频、和访谈数据，我们发现不同科学学习环境的特定文化似乎会启用或限制学生的 ESA。课堂教师允许以狭隘的形式参与科学实践，她和学生都强化了这些规范，这似乎限制了 ESA 在所有三种环境中。科学老师允许更广泛的学生参与形式，这似乎支持科学实验室中的学生 ESA。学生利用灵活的活动结构以及对科学工具、生物体和公民科学资源的访问，采取行动进行自己的调查。我们发现花园里学生的 ESA 得到了花园资源的支持，但课堂老师、花园老师、和学生转移到花园环境中。虽然这项研究在 2 个月内探索了学生能动性，但这些发现有更广泛的应用，因为学生收到关于谁可以从事科学的相互矛盾的信息，可能会对他们自己想象的可能的未来产生影响。