Adolescents in Care Are Also Interested in Science
Impact of Extending Learning Time Through STEM Actions
Bibliographic Data
| ID | 15401441 |
|---|---|
| Authors | Marifa Salceda (0000-0002-6779-8040, Universidad de Cantabria), Oriol Ríos-González (0000-0001-8219-7393, Universitat Rovira i Virgili), Regina Gairal-Casadó (Universitat Rovira i Virgili, corresponding author), Miquel Guardiola-Fígols (Institut Català de Paleoecologia Humana i Evolució Social), Carme García-Yeste (0000-0001-9717-8021, Universitat Rovira i Virgili) |
| Year | 2026 |
| Volume | 26 |
| Issue | 2 |
| Publication date | 2026-03-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Canadian Journal of Science Mathematics and Technology Education (JOURNAL) |
| Journal identifiers | ISSN: 1492-6156 • E-ISSN: 1942-4051 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s42330-026-00435-y |
| OpenAlex | W7138127769 |
| Language | EN |
| References cited | 34 |
There is a large body of scientific literature documenting educational inequality affecting children in care and unequal access to supportive environments and role models linked to science, technology, engineering, or mathematics (STEM). However, fewer social impact studies have been conducted to show how to overcome this barrier. This research introduces an extended learning time intervention based on dialogic scientific gatherings (DSG) around different STEM topics followed by training sessions with scientists on human evolution, palaeo-ecology, physics, and chemistry. The study was carried out in a residential care environment involving adolescents ( N = 9) aged 17–19 years old and social workers ( N = 5), and it is framed within communicative methodology (CM) through communicative semi-structured interviews conducted with all participants involved in the project ( N = 14). From the participants’ voices and their social workers’ perceptions, the results allow us to assert that adolescents in care are also interested in science when successful evidence-based actions are implemented. This research describes specific actions that can contribute to overcoming educational inequality by opening up possibilities for access to STEM careers for adolescents in care
Citizen science · Dialogic · Inequality · Informal learning · Intervention (counseling · Science education · Social inequality · Career Development and Diversity · Early Childhood Education and Development · Innovative Education and Learning Practices
Pisa 2006
Scientific workshops with a dialogical approach
Optimal Methodology for Addressing the Social Impact Component within Project Proposals and Curriculum Vitae
Ten Years of Critical Communicative Methodology
Dialogic Scientific Gatherings
Organizational Features of University-Based STEM Outreach Units in Canada
Resilience and resilience factors in children in residential care
The education of children and adolescents in out-of-home care
Dialogic literary gatherings and out‐of‐home child care
Challenging intellectual, behavioral and educational prerequisites for interventions aimed at school aged children in foster care. A compilation of Swedish test results
Scientific workshop program to improve science identity, science capital and educational aspirations of children at risk of social exclusion
Out of school learning scientific workshops
Study to Change Destiny. Elements That Promote Successful Trajectories in Young People who Have Been in Residential Care
The Impact of Learning Time on Academic Achievement
School-related experiences of adolescents in foster care
The Scientific Self-Literacy of Ordinary People
From Research to Policy
| Citation velocity | historical |
|---|---|
| Highly cited | No |