More than Civil Engineering and Civic Reasoning:  World-Building in Middle School STEM

Aceves, Alejandra Frausto; Morales‐Doyle, Daniel

doi:10.58295/2375-3668.1473

Cited by 2 publications

(1 citation statement)

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“…For example, Grapin et al (2023) studied how preservice teachers made sense of an instructional unit that engaged MLs in leveraging their transnational knowledge, along with the meaning‐making affordances of computational models, to explain COVID‐19's disproportionate impact on historically marginalized communities and propose personally meaningful solutions. Consistent with our emphasis on the intersection of science with other STEM subjects, this research could draw inspiration from emerging efforts in engineering education that document how teachers cultivate MLs' knowledge, practices, and language for solving pressing problems facing their local communities (e.g., Frausto Aceves & Morales‐Doyle, 2022; Wilson‐Lopez & Acosta‐Feliz, 2022). In the preservice teacher education context specifically, this research will require a systems approach that extends beyond coursework into linguistically diverse schools and communities (e.g., Chen & Mensah, 2018; Rutt & Mumba, 2022).…”

Section: Research Agenda For Science Education With Mlssupporting

confidence: 54%

Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools (equity as access), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities (equity as transformation). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration.

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Section: Research Agenda For Science Education With Mlssupporting

confidence: 54%

Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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Participatory Digital Mapping, Dynamic Data, and Children’s Emergent Science Argumentation About Local Socio-Ecological Systems

Lanouette,

Van Wart,

Parikh

2024

J Sci Educ Technol

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Over the last two decades, there has been an increasing focus on spatial technologies in teaching and learning, revealing the potential to support new forms of youth sensemaking across varied settings and modalities. Recent scholarship has shown the possibilities of participatory digital mapping technologies, enabling young people to collect data within community settings and create interactive data-rich maps about complex phenomena and processes that build from their local expertise and inquiries. Yet to date, these technologies and related pedagogies remain less researched within K-5 educational contexts. In this article, we examine the most recent iteration from a multi-year design research project that centered 5th grade students’ learning about socio-ecological systems by engaging in participatory digital mapping to study their schoolyard soil ecosystems underfoot. We examine the possibilities of centering digital participatory map making as a basis for modeling and argumentation in elementary science. Analyzing whole class discussion video within the 10-week curriculum, we show how children authored their collective maps in numerous ways, making visible their social and ecological knowledge of the schoolyard, as well as their experiences defining, producing and visualizing qualitative and quantitative data. As part of this broader design-based research project, we find that children were able to reason about complex socio-ecological systems across spatial, temporal, and relational dimensions in inventive ways, often considered out of reach for elementary aged students, while also expanding what could count as data and what ways of knowing were valued within the science classroom. Implications for science education, place-based education, and emerging geospatial technologies are discussed.

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More than Civil Engineering and Civic Reasoning: World-Building in Middle School STEM

Cited by 2 publications

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Science education with multilingual learners: Equity as access and equity as transformation

Science education with multilingual learners: Equity as access and equity as transformation

Participatory Digital Mapping, Dynamic Data, and Children’s Emergent Science Argumentation About Local Socio-Ecological Systems

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