Next Generation Science Standards: All Standards, All Students

Lee, Okhee; Miller, Emily; Januszyk, Rita

doi:10.1007/s10972-014-9379-y

Cited by 75 publications

(58 citation statements)

References 2 publications

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“…However, although education reformers have expectations that all students engage in these practices, little prior research has focused on how such opportunities will be created for English-learning students, who have been historically underserved in science classrooms (Lee, Miller, & Januszyk, 2014). This is especially problematic considering that engagement in science practices involves not only sense-making skills but also expressive and receptive language use (Lee, Quinn, & Vald es, 2013).…”

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confidence: 99%

“…It is also important to consider how these practices are culturally grounded in ways that position English-learners as outsiders, enhancing challenges that this student population already faces as a result of being a non-dominant group (Lee & Buxton, 2010). In line with other researchers (e.g., Lee et al, 2014), we use the term "non-dominant" to highlight the social and institutionalized privilege that the "dominant" group receives-the group whose home language background most resembles the discursive practices of the science classroom. Although our work does not promote English-learning students' blind assimilation into normative scientific discourse, we do suggest that focusing on the multi-faceted role of language in the classroom can shed light on the structures and expectations inherent to the practices of science; this, in turn, has the potential to improve and increase all students' science learning (Nasir, Roseberry, Warren, & Lee, 2006).…”

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confidence: 99%

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Learning in a community of practice: Factors impacting english‐learning students' engagement in scientific argumentation

González‐Howard

McNeill

2016

J Res Sci Teach

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Recent education reform efforts have included an increasing push for school science to better mirror authentic scientific endeavor, including a focus on science practices. However, despite expectations that all students engage in these language‐rich practices, little prior research has focused on how such opportunities will be created for English‐learning students. This case study uses the conceptual framework of communities of practice to investigate the relationship between English‐learning students' argumentation and their middle school sheltered English immersion (SEI) science classroom community. Considering various aspects of this conceptual framework—including the role of legitimate peripheral participation, as well as the degree to which community members' goals and expectations around the practice of interest align—allowed us to identify classroom characteristics that both hindered and facilitated students' opportunities to engage in argumentation. First, the classroom community, and consequently the presence and quality of argumentative discourse, was influenced by student movement in and out of this classroom, as their English proficiencies improved. The constantly changing class roster made it difficult for newer members to watch, learn, and engage in argumentation with more knowledgeable peers. Furthermore, certain elements of the SEI approach, namely its deductive nature, conflicted with the type of instruction necessary to encourage language use for sensemaking. However, this instructional context also offered English‐learning students with affordances they may not find in other educational settings. Specifically, we found that when students worked in smaller group structures, such as pairs, and they utilized both their native and second language as a linguistic resource for engaging in science discourse, their engagement in argumentation was promoted. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 53: 527–553, 2016

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confidence: 99%

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confidence: 99%

Learning in a community of practice: Factors impacting english‐learning students' engagement in scientific argumentation

González‐Howard

McNeill

2016

J Res Sci Teach

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“…However, it has rarely been integrated in science teacher education and curriculum development. As a consequence, many teachers still need more knowledge about how to support bilingual students' learning in science (Lee, Miller, & Januszyk, 2014). Scholars are agreed on that language and content learning should be integrated.…”

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confidence: 99%

Jumping pepper and electrons in the shoe: using physical artefacts in a multilingual science class

Ünsal

Jakobson

Wickman

et al. 2019

International Journal of Science Education

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This article concerns how teachers can use physical artefacts as mediating means to support emergent bilingual students' learning in science class. The data consist of non-participant observations in a Swedish 3rd grade (9-10 years old) class working with electricity. All students were bilingual, but in different minority languages and the teacher was monolingual in Swedish. The study focused on four students, all of whom had Turkish as their minority language. The findings show that the teacher used physical artefacts in two different ways. First, the physical artefacts implied that the students experienced the science content by actually seeing it. The students talked about their observations in everyday language, which the teacher then drew on to introduce how the phenomena or process in question could be expressed in scientific language. Second, when students' proficiency in the language of instruction limited their possibilities to make meaning, using physical artefacts enabled them to experience unfamiliar words as related to the science content and thus learn their meaning. The findings contribute to knowledge concerning how teachers can create learning contexts where physical artefacts are used to mediate scientific meaning. ARTICLE HISTORY

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“…We, as a field, have worked to depict, define, design for, evaluate, make equitable, and explore the value of, versions of epistemic agency for decades (e.g., Barton & Osborne, ; Crawford, ; Gómez Fernández & Siry, ; Lee & Luykx, ; Mensah, ; Varelas, Settlage, & Mensah, ). Moreover, many science educators working on NGSS implementation, across both curriculum development and teacher learning, emphasize the importance of shifting students' roles in knowledge building (Hakuta, Santos, & Fang, ; Lee, Miller, & Januszyk, ; Penuel, Harris, & DeBarger, ; Reiser, ). In our original paper, we chose to juxtapose the goal of shifting students' epistemic roles in knowledge building with the NGSS, because we hoped (and still do hope) that NGSS could work as a lever on this age‐old challenge.…”

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confidence: 99%