Urban Bird Gardens Final Report - Cornell Lab of Ornithology ...

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Perceptions of Science and Scientists: Youth YYouth th participants’ ti i t ’ perceptions ti of f science i were somewhat h t more limited li it d than th adults’ d lt ’ views i and d were primarily colored by their school learning. Youth’s top-of-mind associations with science mostly focused on scientific vocabulary ocabu a y or o phenomena p e o e a they t ey had ad learned (e.g., gravitational pull), naming various science disciplines (e.g., chemistry), and naming famous scientists. Because of their education, youth had, in some ways, more exposure to science and to scientific concepts p and ideas than their parents. p But their associations and conceptions of science were more superficial than those of adults. Younger respondents, however, did see elements of experimentation, discovery, and invention in science and generally noted that science made positive contributions to the world, including in making our lives easier through technology. Attitudes toward science were also more mixed—i.e. more negative—than th those of f adults. d lt While Whil some young respondents stated they enjoyed science, many noted that their science classes were boring and did not see themselves as interested in studying or “doing” science. We found that youth perspectives were colored by science class experiences at school. school Those with positive school experiences tended to have more favorable attitudes toward science than those with negative experiences. We noted that youth also often did not realize that some of their career aspirations involved science. For example, one teen discussed her desire to become a veterinarian, but did not realize the preparation in the sciences such a career involved. This disconnect held true across all focus groups including gyyouth. Youth participants’ conceptions of scientists were also generally more negative than those of adults, typically focusing on stereotypes of scientists as “nerds” spending most of their time in white lab coats conducting experiments. Despite these images, youth did recognize the contributions of science to society, but most respondents simply did not see themselves engaging in science beyond their required school classes. Science is about learning new things. Science helps discover new cures and probably invents a lot of new technology. Scientists are smart people—how, like to do experiments. Scientists inform us about how stuff is and how stuff works. Scientists make new medicines and find cures like for cancer. I think of nerd. A nerdy guy with glasses and a white robe. Science is okay, but we’re just not that into it. Like I really want to be a veterinarian. I think of microscope, the scientific method. Scientists are good observers and they are willing to discover and be creative. They’re a little boring, they are just f focused d on their th i experiments. i t Garibay Group │ Urban Bird Gardens Front-end Evaluation │ Summer 2009 17
Perceptions of Science and Scientists: Youth, cont’d. The tag cloud graphic below provides a snapshot of the range of associations youth made with science and scientists. MedullaOblongata Garibay Group │ Urban Bird Gardens Front-end Evaluation │ Summer 2009 18
Page 1 and 2: Urban Bird Gardens Final Report www
Page 3 and 4: Advisors: Leaders include Raúl Mar
Page 5 and 6: 2) Community partner interview (fro
Page 7 and 8: esources. Unclear roles, high turno
Page 9 and 10: ecruited by the city partner organi
Page 11 and 12: scientific fields and careers in sc
Page 13 and 14: Analysis of Project Research (from
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Page 17 and 18: Overview Th The Cornell C ll Lab L
Page 19 and 20: Overview, cont’d. and drew on the
Page 21 and 22: The Community Context Latinos in th
Page 23 and 24: Leisure Decisions, cont’d. While
Page 25 and 26: Leisure: Youth Th Three factors f t
Page 27 and 28: Technology Use TTechnology h l use
Page 29 and 30: Technology Use, cont’d. Th The gr
Page 31 and 32: Technology Use, cont’d. Not only
Page 33: Perceptions of Science and Scientis
Page 37 and 38: Careers in Science, cont’d. focus
Page 39 and 40: Environment, cont’d. air, and get
Page 41 and 42: Citizen Science, cont’d. While no
Page 43 and 44: Citizen Science, cont’d. conducti
Page 45 and 46: Conclusions and Implications Chicag
Page 47 and 48: Conclusions and Implications their
Page 49 and 50: Appendices Chicago History Museum G
Page 51 and 52: Appendix B:Youth Respondents by Cit

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