“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science

Haverly, Christa; Barton, Angela Calabrese; Schwarz, Christina V.; Braaten, Melissa

doi:10.1177/0022487118800706

Cited by 75 publications

(74 citation statements)

References 42 publications

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“…Furthermore, translanguaging and modeling made space for students to shape inquiry and knowledge production in the classroom, creating a more equitable environment for science learning (Bang et al, 2012; Haverly et al, 2018; Rosebery et al, 2010). Rather than reproducing canonical representations, creating multiple, multimodal representations led students to ask and explore questions that were not intended or anticipated as part of the unit.…”

Section: Discussionmentioning

confidence: 99%

Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement

2021

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Research suggests that translanguaging can be transformative for teaching and learning by making students' diverse linguistic resources a meaningful part of classroom discourse. Building on this study, researchers have explored how translanguaging practices can support learning in STEM (science, technology, engineering, and mathematics), primarily in the context of bilingual classrooms. However, in the United States, most students learn in English‐dominant classrooms. In response, researchers and educators have begun to explore strategies for inviting and leveraging translanguaging in English‐dominant classrooms, primarily focusing on literacy learning. Less is known about supporting translanguaging in English‐dominant STEM classrooms, particularly with monolingual teachers. In an English‐dominant sixth‐grade STEM classroom engaging in a 9‐week ecology unit, we explored how scientific modeling could not only provide a context for inviting translanguaging, but how it could also provide a setting where modeling and translanguaging could be experienced as analogous meaning‐making practices. Our findings demonstrate that translanguaging has the potential to support new kinds of learning in English‐dominant STEM classrooms, not only about STEM content and practices but also about what counts as legitimate and valuable participation in these spaces.

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Section: Discussionmentioning

confidence: 99%

Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement

2021

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“…We think this is the case even when ideas that question (or diverge from) the NGSS are discussed, as such conversations can still provide opportunities to collaboratively make sense of their and others' ideas about the changes called for in reform efforts (Rosebery et al, 2010). Just as science education researchers have argued for valuing sensemaking in science classrooms, not simply correctness (Haverly, Calabrese Barton, Schwarz, & Braaten, 2020; Schwarz, Passmore, & Reiser, 2017)—and as policy scholars have argued in the context of instructional shifts (Coburn, 2001; Windschitl, 2006), there is value in providing opportunities for sensemaking about reforms among educators and other stakeholders in science education.…”

Section: Discussionmentioning

confidence: 99%

Idle chatter or compelling conversation? The potential of the social media‐based #NGSSchat network for supporting science education reform efforts

et al. 2020

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The Next Generation Science Standards (NGSS) chat (#NGSSchat) is a social media-based professional network used to discuss topics related to the NGSS in the United States. While successful reforms involve and coordinate the work of multiple stakeholders, recent research points out a striking lack of coordination between the individuals working in different educational roles-to the detriment of intended changes in the system. In this study, we analyzed more than 7,000 posts from individuals participating in #NGSSchat on Twitter (n = 247) during 2 years of 1-hr synchronous discussions. We studied the depth and types of conversations that took place, the extent to which the involvement of teachers, administrators, researchers, and organizations was balanced, and what explains participation in the network over time. Using a Analytic code and information about how to access the data used in this study are available in an Open Science Framework repository: https://osf.io/9ex7k/

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“…Many scholars have advocated constructing a storyline‐based curriculum, lesson, activity, and discussion to engage students in deep learning of science concepts and practices (e.g., Hanuscin et al, 2016; Haverly et al, 2020; McDonald & Kelly, 2007; Roth et al, 2011). A storyline can be defined as a conceptual sequence of learning activities in a coherent manner, in which each step is driven by students' ideas and questions that arise from their interaction with teachers, peers, and materials (Hanuscin et al, 2016).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

Chen

Techawitthayachinda

2021

J Res Sci Teach

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Science teachers usually view students' uncertainty as a barrier to overcome, a negative experience to be avoided, a deficiency in need of remedy. Building on the theory of deep learning in science as a generative and sensemaking process, the purpose of this design‐based study is to identify tactics for teachers to manage their students' epistemic uncertainty as a pedagogical resource to develop student conceptual understanding during whole‐class discussion. Classroom observations of whole‐class discussion were collected from six teachers' classes ranging from third to eighth grade. A total of 18 whole‐class discussions were collected, transcribed, and analyzed. A storyline talk to manage uncertainty during whole‐class discussion was developed and consisted of three stages: (1) Raise epistemic uncertainty through creating ambiguous conditions; (2) Maintain epistemic uncertainty through preventing immature disclosure and discussing alternative explanations or conflicting ideas; and (3) Reduce epistemic uncertainty through making coherent connections among current uncertainty, prior knowledge, and familiar phenomena. Seven nuanced tactics used by teachers to achieve each stage of uncertainty management were identified. The results suggest that managing uncertainty goes beyond asking questions and problematizing phenomena. When engaging students in storyline‐based whole‐class discussion, teachers should focus on one specific uncertainty and establish a coherent, consistent storyline that raises, maintains, and reduces student uncertainty to horizontally and vertically construct a collective knowledge among students. The horizontal nature occurs within a stage of management, and the vertical nature of a storyline talk is related to moving along from stage to stage. Through the storyline talk focusing on students' epistemic uncertainty, students can truly become agents in the learning process when the lesson is centered on and driven by students' uncertainty.

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“Making Space”: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science

Cited by 75 publications

References 42 publications

Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement

Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement

Idle chatter or compelling conversation? The potential of the social media‐based #NGSSchat network for supporting science education reform efforts

Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

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