In Proceedings of the Eleventh International Conference of the Learning Sciences (ICLS 2014).
Ownership of science learning is defined as learners being able to fully participate
in the practicing culture of science, having greater control and possession over the ideas put
forth, knowledge developed, and the science learning process. While ownership is beneficial
to promoting science engagement, in this study, we show that conflicts in ownership of
science learning manifest and can hinder learning. We document three focal learners who
faced tensions and conflicts in their ownership of science learning. Specifically, we examine
how learners' development and conceptions of ownership at home and school influenced how
ownership of learning was expressed in an afterschool program called Kitchen Chemistry
(KC). We argue that learners' expressions of ownership are a reflection of their identity
development in science and that conflicts are a part of this manifestation.