A Longitudinal Study of Equity-Oriented STEM-Rich Making Among Youth From Historically Marginalized Communities

Barton, Angela Calabrese; Tan, Edna

doi:10.3102/0002831218758668

Cited by 154 publications

(80 citation statements)

References 32 publications

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“…Together, our study, along with those studies in VR more broadly, encourages researchers and teachers to explore the dynamic potential of VR 360 to impact diverse students' learning and sense of connection to the discipline as a function of leveraging these students' local contexts as sites where science can be learned, an affordance emphasized by equity‐focused K‐16 STEM education research more broadly (Calabrese Barton & Tan, ; Garibay, ; Kayumova, McGuire, & Cardello, ; Vakil, ; Vossoughi, Hooper, & Escudé, ). Thus, while aligning curriculum to pursue relevant ways of teaching and learning science continues to be a struggle for science teachers (Braaten & Sheth, ; Mensah et al, ; Rodriguez, ), this struggle, specifically in elementary science, has been shown to be ameliorated by research–practice partnerships where design elements that contextualize science content in students' local contexts and leverage students' identities afford students the chance to embrace a nuanced type of learning, as well as the capacity to apply what they have learned (Buxton, ; Djonko‐Moore, Leonard, Holifield, Bailey, & Almughyirah, ; Upadhyay, Maruyama, & Albrecht, ).…”

Section: Implications and Principal Contribution To The Fieldmentioning

confidence: 88%

“…As we report here, science education research and practice can embrace a context‐specific relationality —a “cultural view foreground[ing] how learning is a relational activity in terms of time (past, present, future), [and] place (previous and current home)” (Calabrese Barton & Tan, , p. 766)—such that the development of three‐dimensional learning experiences for youth does not seem arduous and impractical in the face of the multiple obligations elementary teachers face. This is of particular importance for urban elementary science teachers who struggle to design and embrace responsive pedagogies that both leverage this reform‐minded agenda and adopt a relevant science content application (cf.…”

Section: Background Literaturementioning

confidence: 99%

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Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Boda

Brown

2019

J Res Sci Teach

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The development of three‐dimensional learning among all K‐12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill‐prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three‐dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design‐based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed‐methods design with a two‐way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self‐reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.

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Section: Implications and Principal Contribution To The Fieldmentioning

confidence: 88%

Section: Background Literaturementioning

confidence: 99%

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Boda

Brown

2019

J Res Sci Teach

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“…We take a critical justice stance toward defining equity. In taking this stance, we consider the importance of (a) access to resources and opportunities (b) that recognize, respect, and value differences among people and contexts (c) while also disrupting, rather than reproducing, injustice and promoting justice-oriented futures (Calabrese Barton & Tan, 2018).…”

Section: Consequential Learning and Rightful Presencementioning

confidence: 99%

Designing for Rightful Presence in STEM: The Role of Making Present Practices

Barton

Tan

2019

Journal of the Learning Sciences

Self Cite

103

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Opportunities to learn in consequential ways are shaped by the historicized injustices students encounter in relation to participation in STEM and schooling. In this article, it is argued that the construct of rightful presence, and the coconstructed "making present" practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning. Drawing on theories of consequential learning and critical justice, we analyze ethnographic data from 3 urban middle school classrooms in 2 states during a STEM unit focused on engineering for sustainable communities. Findings describe 2 making present practices students enacted as they engaged in engineering design: modeling ethnographic data and reperforming injustices toward solidarity building. We discuss how these practices supported moments of rightful presence in the STEM classrooms by inscribing youths' marginalizing school experiences as a part of classroom science discourse and co-opting school science tasks as tools for exposing, critiquing, and addressing these unjust experiences. That which was silent and previously concealed from school authority figures gained a rightful place through the voices and scientific actions of the youth and their allies.

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“…To address concerns about future generations of scientists being ignorant of how cultures impacts science, The Framework (National Research Council, ) argues that students should see that their lived experiences, science identities, and cultural and linguistic resources help advance science learning (e.g., Brickhouse, Lowery, & Schultz, ; Calabrese Barton, & Tan, ; Pugh, McGinty & Bang, ). Science taught in this way empowers learners as active architects of their own meaning.…”

Section: Theme 2: Science Practice and Powermentioning

confidence: 99%

“…A broader and more inclusive science education will build an expansive and shared epistemology—one that is not silencing but empowers youth to draw on their local knowledge as foundationally important to science work (Calabrese Barton & Tan, ; Harding, ). Such an expansive view of science allows us to recognize the benefits that Western science has contributed to our world, as well as the ways that Western culture and values have influenced the ways we think about science knowledge (Mahony & Hulme, ).…”

Section: Implications For Science Educationmentioning

confidence: 99%