[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590403-105":59,"doc-detail-590403-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","youth-as-community-science-experts-in-green-energy-technology","youth as community science experts in green energy technology","","Youth participants in the Green Energy Technology in the City (GET City) program describe science learning as a pathway to becoming community science experts—people who can meaningfully change how energy is used and communicate better technological choices. The work examines what it means to develop this community science expertise in afterschool settings, using GET City as a case study and drawing on interviews, field notes, student artifacts, and pre-/post measures of technology knowledge, STEM practices, career aspirations, and community engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/youth-as-community-science-experts-in-green-energy-technology/590403/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/youth-as-community-science-experts-in-green-energy-technology/590403.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the program GET City aim to develop in youth?","Question",{"text":112,"@type":113},"GET City is used as a case study for understanding how afterschool programming nurtures youth as community science experts who can “make a difference” in science and their communities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is the paper concerned with more than test scores in school science?",{"text":117,"@type":113},"Success is often narrowly defined by achievement scores, but the paper emphasizes other indicators such as identity development and forms of participation in science learning communities.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence does the study use to analyze community science expert development?",{"text":121,"@type":113},"The analysis draws on data from 2007–2010, including student and teacher interviews, field notes on participation, student artifacts, and pre- and post-participation measures of technology knowledge, STEM practices, career aspirations, and community engagement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590403,1792179488,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","youth as community science experts in green energy technology  \nby Angela Calabrese Barton, Daniel Birmingham, Takumi Sato, Edna Tan, and Scott Calabrese Barton  \n“We know what we are doing. We know how to make a difference. We know how to save energy and how to convince other people of better ways to do things with electricity. That is one way that we are experts.”  \nThese words come from Janis, a 13-year-old African American and incoming ninth grader who has participated in Green Energy Technology in the City (GET City) for nearly four years, first as a student-participant and later as a youth leader. Janis went on to say:  \nWhat I would like do in the future... is become an engineer specializing in computer and electrical engineering or reverse engineering. I would like to invent or create something that will save energy and be very useful to people, that will cost less. I would love to create an energy-efficient refrigerator that will use less and maybe tell you how and what items that are still in the refrigerator. I am aware of energy-efficient refrigerators that are currently in the market, and I am very interested in learning about how such refrigerators are actually designed and made.  \nANGELA CALABRESE BARToN, Ph. D., is a professor in the Department of Teacher Education at Michigan State University (MSU) . Her research focuses on equity and social justice in urban science education. Using qualitative and critical methodologies, she conducts ethnographic case study research in both formal and informal settings on the cultural processes of learning and identity development. DANiEL BiRMiNGHAM, a recent Ph. D. of MSU, studies the design of informal learning environments and the ways in which the learning that happens there can shape classroom participation and learning. He is currently an assistant professor of science education in the School of Education at Loyola University Chicago.  \nTAKuMi SATo, a recent Ph. D. of MSU, studies how youth participatory action research in community-based science sustains interest in science among youth of color. He is also interested in tools for challenging racism in STEM learning. He is currently an assistant professor in the Department of Teaching and Learning at Virginia Tech. EDNA TAN, Ph. D., is an assistant professor of science education atthe University of North Carolina at Greensboro. She takes a critical, sociocultural approach in her work on ways to empower youth from non-dominant backgrounds to work with their teachers to create hybrid spaces for meaningful science engagement.  \nSCoTT CALABRESE BARToN, Ph. D., is an associate professor of chemical engineering at MSU. His research focuses on engineering and materials issues in fuel cells, particularly kinetics and mass transport in fuel cell electrodes. He has led content development for the GET City curricular units.  \nConsistent with these ideals, Janis refers to herself asa community science expert, or someone who can “make a difference” because of what she knows about science and about her community. These aspirations are new for Janis, who, in fifth grade when we first met her, openly expressed a dislike of science, was unfamiliar with engineering, and aspired to be a singer. Janis describes GET City as the place where she learned what an engineer is and where she realized she could use her love of art to do science and engineering. It was also where she learned that being smart in science was not only for “geeks.”  \nJanis’ story is, unfortunately, the exception and not the norm. In the U.S. , African Americans make up only 5 percent of the engineering workforce, mostly as technicians rather than managers or leaders (National Action Council for Minorities in Engineering, 2011) . This statistic has changed little in the past two decades despite efforts to reform science and mathematics in our nation’s schools. In particular, interest and motivation in science, technology, engineering, and math (STEM) drops precipitously ","cbCaiqzNdN7XNQ77","https://ap.wps.com/l/cbCaiqzNdN7XNQ77","pdf",659562,"English","# Introduction\n## Becoming a Community Science Expert\n# Case Study Approach\n## Data Sources and Guiding Questions\n# Learning Science Beyond Achievement Scores\n## Identity and Participation","[{\"question\":\"What does the program GET City aim to develop in youth?\",\"answer\":\"GET City is used as a case study for understanding how afterschool programming nurtures youth as community science experts who can “make a difference” in science and their communities.\"},{\"question\":\"Why is the paper concerned with more than test scores in school science?\",\"answer\":\"Success is often narrowly defined by achievement scores, but the paper emphasizes other indicators such as identity development and forms of participation in science learning communities.\"},{\"question\":\"What evidence does the study use to analyze community science expert development?\",\"answer\":\"The analysis draws on data from 2007–2010, including student and teacher interviews, field notes on participation, student artifacts, and pre- and post-participation measures of technology knowledge, STEM practices, career aspirations, and community engagement.\"}]","youth as community science experts in green energy technology | PDF",1792069571]