The role of identity development within tensions in ownership of science learning

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.