Science Educators: Teachers as Bridges between Science and Young People's Everyday Lives

Abstract: Science education is struggling to engage many young people, especially in areas with socio-economic challenges. This paper looks at science education as a practice that tries to bridge the gap between young people's everyday lives and scientific practices. The "connectionist" approach suggested here recognizes the knowledge, culture, and history of young people in their communities as a way to help them understand science better. The paper explores how science teachers experience and handle the connections and disconnections between what they teach and what students experience in their daily lives. This exploration is part of a collaborative effort with teachers working in disadvantaged areas. Drawing from the "funds of knowledge" literature, the paper questions some aspects of science education in light of this connectionist view. Methods are used to help teachers reflect on their practices. First, teachers ranked statements and showed their passion for science and their care for students, but they also noted that many young people don't see much science outside of the classroom and don't view their own experiences as relevant to science learning. Case studies from collaborative research highlight that teachers see a disconnect between science education and young people’s lives. However, teachers were pleasantly surprised when they saw evidence of scientific thinking in students' everyday activities. These findings suggest that the role of science education as a bridge between science and students' lives is an important area for further research.