“Science isn’t just what we learn in school” - Interaction Rituals That Value Youth Voice in Out-of School-Time Science

Oct 15, 2026

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The article examines how digital media activities that stimulate science conversations operate within an out-of-school-time (OST) setting, where programming is often oriented toward girls’ issues. It aims to create a space that values youth voice and generates positive emotional energy around science. Findings identify interaction ritual episodes among adolescent girls that mobilize funds of knowledge and produce emotionally positive engagement. The discussion also evaluates limits in redefining “real science” and the implications for science teaching inside and outside classrooms.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Introduction

Video-based youth framing of science

Research background and rationale

“Science isn’t just what we learn in school”: Interaction Rituals That Value Youth Voice in Out-of School-Time Science Allison J. Gonsalves McGill University Abstract In this article, I explore what happens when digital media activities designed to stimulate science conversations are introduced to an out-of-school-time (OST) space usually reserved for talks about girls’ issues. The goals of this study were to provide a space that values youth voice and creates positive emotional energy around science-related subjects. In this article, I identify episodes of interaction rituals that provoke positive emotional energy toward science among a group of adolescent girls in a community centre in a low-income urban neighbourhood. Results highlight moments when youth mobilize their funds of knowledge and demonstrate emotionally positive charged engagement with science. I then conclude with an exploration of the limitations of shifting ideas about what counts as “real science” and the implications for science teaching both in and out ofthe classroom. Keywords: science education, out-of-school-time (OST), positive emotional energy, funds of knowledge, youth voice Canadian Journal of Education / Revue canadienne de l’éducation 37:1 (2014)©2014 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation [www.cje-rce.ca](www.cje-rce.ca) Résumé Cet article explore ce qui s’est passé lorsque des activités médiatiques digitales, destinées à stimuler les conversations à propos des sciences, ont été intégrées à un programme parascolaire habituellement réservé aux conversations entre adolescentes. Les objectifs decette étude étaient de fournir un espace valorisant les voix des jeunes et créant une charge affective positive envers les sujets scientifiques. Cet article identifie les épisodes d’interaction ayant provoqué une charge affective positive envers les sciences chez un grouped’adolescentes, dans un centre communautaire situé dans un quartier urbain défavorisé . Nous identifions les moments d’engagement positif avec la science grâce à la mobilisation de «fonds de connaissance» et par leurs «répertoires de pratique» . Cependant, nousidentifions également les limites des tentatives de changer ce qui est perçu comme «lavraie science» ou comment les jeunes se considèrent en relation avec la science, tant dans la classe qu’à l’extérieur de celle-ci. Mots-clés : éducation scientifique, loisirs, énergie affective positive, fonds de connaissances, voix des jeunes Canadian Journal of Education / Revue canadienne de l’éducation 37:1 (2014) [www.cje-rce.ca](www.cje-rce.ca) Introduction In a video they created, Shanice and Kelly—both youth members of Cartier Community Centre’s teen program—describe science as follows: Shanice: (left of screen): Science isn’tjust what we learned in school. It’s cellphones and relationships. Kelly: (right of screen): Bless! Shanice: I found out science isn’t just about resistors by having discussions in [ConvoClub] . Kelly: What??? Shanice: Yeah! Kelly: As a group we discussed that it’s not just boring formulas. Shanice: Then we interviewed other members of [Cartier] to find out what they thought of science. (TRANS1Video) The girls delivering the introduction in a video they created about science use a vernacular and body movement that is typical among the youth at Cartier Community Centre. Throughout the introduction to the video, these youth laugh and move about comically, indicating a desire to entertain. The film then proceeds to various clips of young girls interviewing boys at the community centre about science. This video clip description demonstrates an example of youth’s positive orientation to a project designed in an afterschool conversation club, ConvoClub, for teenage girls. The introduction to this video demonstrates one of the many examples of the ways youth voice and positive emotional energy were generated through engagement in

FAQs

What is the study’s main focus regarding out-of-school-time science programming?

The study investigates how digital media activities that promote science conversations function in an OST context and whether they can value youth voice while creating positive emotional energy around science.

What do the results highlight about youth engagement with science?

The results describe episodes of interaction rituals where adolescent girls mobilize their funds of knowledge and show emotionally positive engagement with science topics.

What limitations does the author discuss about changing ideas of “real science”?

The article concludes with an exploration of limits in shifting what counts as “real science,” including how youth position themselves in relation to science, with implications for teaching both inside and outside the classroom.

Oct 15, 2026

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