Learning by Observing, Pitching in, and Being in Relations in the Natural World

Bang, Megan; Marin, Ananda; Medin, Douglas L.; Washinawatok, Karen

doi:10.1016/bs.acdb.2015.10.004

Cited by 32 publications

(23 citation statements)

References 20 publications

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“…While we did not explicitly draw on the work of Indigenous scholars in the design of our curriculum, such a lens could help educators make space to braid cultural knowledge and pedagogies with disciplinary practice, as illustrated by Kimmerer (2013) in the context of higher education. Further research is needed to build on the work of scholars who have explicitly explored introducing Indigenous perspectives (for instance, valuing not only guppies, but also other more‐than‐human beings) that emphasize goals such as reciprocity and kinship over those such as responsibility and stewardship (e.g., Bang et al, 2015).…”

Section: Discussion: Implications Limitations and Conclusionmentioning

confidence: 99%

Emotional configurations in STEM classrooms: Braiding feelings, sensemaking, and practices in extended investigations

2023

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Attending to emotion in science classrooms can expand the range of resources valued for science learning, and it can offer insights into students' investigations. However, research that characterizes emotion as a part of disciplinary science learning is relatively nascent. In response, we explore the dynamic relationships between feelings, sensemaking, and practices in a sixth‐grade STEM classroom, guided by (a) Kimmerer's (2013) account of braiding Eurocentric disciplinary science with other resources, including feelings, and (b) Vea's (2020) framework of emotional configurations. We analyze data from multiple iterations of a 9‐week curriculum about guppies' survival needs and the dynamics of ecosystems, illustrating how students' feelings and their sensemaking through practices involving observation were intertwined in generative and mutually‐reinforcing ways. First, we show how the teacher and researcher made space for students to express feelings, in part in response to a student who used feelings to challenge “business as usual” classroom discourse on a day when guppies were discovered to have died. Then, we show how, in subsequent implementations, feelings, sensemaking, and practices were braided together to shape classroom investigations. We argue that attending to feelings in this way, as valued resources to be integrated with sensemaking and practices, is an important step toward equitable science teaching and learning and toward understanding learning in student‐driven contexts.

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Section: Discussion: Implications Limitations and Conclusionmentioning

confidence: 99%

Emotional configurations in STEM classrooms: Braiding feelings, sensemaking, and practices in extended investigations

2023

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Section: Developing Connections With Nature: Qualitative Descriptionsmentioning

confidence: 99%

“…Menominee parents were much more likely to use terms like Mother Earth and say that they wanted their children to understand they are part of nature. During walking and harvesting the land, Menominee families taught their children to observe closely and notice interdependencies among species(Bang, Marin, Medin, & Washinawatok, 2015).Indigenous families commonly view the land as an extended community where humans are only one of many members. In videorecorded walks with Native American families in the upper Midwest of the United States,Marin and Bang (2018) recorded how parents cultivate this relational way of perceiving nature during outdoor activities with their children.…”

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confidence: 99%

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

2020

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Within a generation, children's lives have largely moved indoors, with the loss of free‐ranging exploration of the nearby natural world, even as research indicates that direct experiences of nature in childhood contribute to care for nature across the life span. In response, many conservation organizations advocate connecting children with nature, and there has been rising interest in measuring young people's connectedness with nature, understanding how it relates to their well‐being and stewardship behaviour and creating programs to increase connection. This article reviews the literature on these topics, covering both quantitative and qualitative studies. It notes that this research emphasizes positive experiences and emotions, even as global environmental changes and biodiversity loss accelerate. Young people's emotions of worry, frustration and sadness as they learn about environmental degradation also express their understanding that they are connected to the biosphere. Therefore this review includes research on how young people cope with information about large‐scale environmental problems, and it identifies practices to sustain hope. The review concludes by suggesting how research on connection with nature and coping with environmental change can benefit from integration. A free Plain Language Summary can be found within the Supporting Information of this article.

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“…Further, LOPI recognizes and is built on decades of Indigenous scholarship describing Indigenous ways of learning (see also Rosado May et al, 2020). Finally, recent scholarship regarding LOPI increasingly specifies the role of local moral or axiological understandings (see e.g., Bang et al, 2015).…”

Section: <B>conclusionmentioning

confidence: 99%

Pathways Forward for Indigenous Language Reclamation: Engaging Indigenous Epistemology and Learning by Observing and Pitching in to Family and Community Endeavors

Henne-Ochoa

Elliott–Groves

Meek

et al. 2020

The Modern Language Journal

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Learning by Observing, Pitching in, and Being in Relations in the Natural World

Cited by 32 publications

References 20 publications

Emotional configurations in STEM classrooms: Braiding feelings, sensemaking, and practices in extended investigations

Emotional configurations in STEM classrooms: Braiding feelings, sensemaking, and practices in extended investigations

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

Pathways Forward for Indigenous Language Reclamation: Engaging Indigenous Epistemology and Learning by Observing and Pitching in to Family and Community Endeavors

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