ABSTRACT
This chapter focuses on developing a greater understanding of the concept of phronesis and its implications for students’ participation and engagement in science education. Guided by students’ experiences in informal science education settings and empowered by their own voices, the concept of phronesis becomes relevant and accessible for students’ sense-making and knowledge creation. Ongoing research indicates that while formal science learning contexts are important and could be modified to be inclusive of underrepresented minoritys, informal and out-of-school learning environments could provide relevant experiences by being inclusive of students’ backgrounds and experiences. Phronesis remains an abstract construct, especially in the context of science education and for the key actors who participate in the enterprise of science. Science education and Stem science, technology, engineering, and mathematics fields continue to be of interest to many students, primarily for post-education economic opportunities.
