Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design

被引:9
作者
Kang, Hosun [1 ,3 ]
Nation, Jasmine McBeath [2 ]
机构
[1] Univ Calif Irvine, Sch Educ, Irvine, CA USA
[2] Calif Polytech State Univ San Luis Obispo, Coll Sci & Math, San Luis Obispo, CA USA
[3] Univ Calif Irvine, Sch Educ, Irvine, CA 92697 USA
基金
美国国家科学基金会;
关键词
co-design; design principles; equity; research-practice partnership; problem of enactment; secondary sciences; IDENTITIES; TEACHERS; STUDENTS; SCHOOL;
D O I
10.1080/1046560X.2022.2132633
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In this study, we present a conceptual tool for guiding teachers' principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts-promoting equity and justice through culturally relevant pedagogy (CRP) in K-12 science classrooms. TSL consists of five design principles that articulate the goals (the 'why" of practice), instead of prescribing pedagogical activities (the "what" of practice). The five principles are: a) make it matter, b) support sense-making, c) attend to race, language, and identities, d) build a welcoming community, and e) disrupt power hierarchies. We use a co-designed high school physics unit enacted by one teacher, Ms. Davis (pseudonym), as an illustrative case to contextualize our overall data analysis in three physics classrooms. We examine what teachers did, guided by each design principle, including when they planned lessons, interacted with students during instruction, and assessed student learning. We discuss the affordances of a well-designed conceptual tool in addressing the problem of enactment by productively mediating co-design toward transformative and consequential learning.
引用
收藏
页码:667 / 687
页数:21
相关论文
共 45 条
[1]  
[Anonymous], 2007, Taking science to school: Learning and teaching science in grades K-8
[2]  
Baker W.D., 2008, ETHNOGRAPHY ED ED ET, P77
[3]  
Bang M., 2017, HELPING STUDENTS MAK, P33
[4]   Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making [J].
Bang, Megan ;
Vossoughi, Shirin .
COGNITION AND INSTRUCTION, 2016, 34 (03) :173-193
[5]   Desettling Expectations in Science Education [J].
Bang, Megan ;
Warren, Beth ;
Rosebery, Ann S. ;
Medin, Douglas .
HUMAN DEVELOPMENT, 2012, 55 (5-6) :302-318
[6]   Cultural Processes in Science Education: Supporting the Navigation of Multiple Epistemologies [J].
Bang, Megan ;
Medin, Douglas .
SCIENCE EDUCATION, 2010, 94 (06) :1008-1026
[7]   Principled Practical Knowledge: Not a Bridge but a Ladder [J].
Bereiter, Carl .
JOURNAL OF THE LEARNING SCIENCES, 2014, 23 (01) :4-17
[8]   "But the science we do here matters": Youth-authored cases of consequential learning [J].
Birmingham, Daniel ;
Barton, Angela Calabrese ;
McDaniel, Autumn ;
Jones, Jalah ;
Turner, Camryn ;
Rogers, Angel .
SCIENCE EDUCATION, 2017, 101 (05) :818-844
[9]  
Calabrese Barton A. Kang H. Tan E. O'Neil T. Guerra J.B. Brecklin C, 2013, AM ED RES J
[10]   Designing for Rightful Presence in STEM: The Role of Making Present Practices [J].
Calabrese Barton, Angela ;
Tan, Edna .
JOURNAL OF THE LEARNING SCIENCES, 2019, 28 (4-5) :616-658