The role of phenomena and problems in science and<scp>STEM</scp>education: Traditional, contemporary, and future approaches

Lee, Okhee; Grapin, Scott E.

doi:10.1002/tea.21776

Cited by 32 publications

(17 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…First, all students, including MLs, explain phenomena and design solutions to problems. Phenomena and problems should be compelling for all students to figure out through place‐based learning, especially for students who might not have had the opportunity to experience science as relevant to their daily lives or future careers (Haas et al, 2021; Lee & Grapin, 2022). In particular, local phenomena and problems involve everyday experience and language in home and community contexts (Lee, 2020; Lyon et al, 2018; Tolbert & Knox, 2016).…”

Section: Instructional Shifts For Integrating Science and Language Withmentioning

confidence: 99%

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

2023

Self Cite

View full text Add to dashboard Cite

As the vision in A Framework for K‐12 Science Education and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS‐designed curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this article is to propose our conceptual framework for PD programs that aligns with current reform efforts and is grounded in the mutually supportive nature of contemporary science and language instructional shifts. Specifically, we examine our previous NGSS‐designed curriculum development project with MLs and review the literature in science education and language education with MLs. Our conceptual framework for PD programs is grounded in the perspective of symmetry that teacher professional learning experiences should be symmetrical to the learning experiences we organize for students. Grounded in this perspective, our conceptual framework consists of three design principles that describe how PD programs can guide teachers to (a) develop an asset‐oriented view of MLs and instructional practices for recognizing and leveraging their assets, (b) integrate science and language in mutually supportive ways with MLs, and (c) develop more sophisticated instructional practices for integrating science and language with MLs over time. We describe contributions of our conceptual framework, which could generate a new research agenda and inform PD programs aimed at facilitating uptake of NGSS‐designed curriculum materials in linguistically diverse science classrooms.

show abstract

Section: Instructional Shifts For Integrating Science and Language Withmentioning

confidence: 99%

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

2023

Self Cite

View full text Add to dashboard Cite

show abstract

“…In the article, “The role of phenomena and problems in science and STEM education,” Lee and Grapin (2022) argue that the future of project‐based learning presents social justice problems as driving questions. For example, a PBL driving question in teacher materials might be related to how social justice can be used to understand COVID‐19 or climate change.…”

Section: Scale Traditional Pbl Curriculum With Social Justice Related...mentioning

confidence: 99%

Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin

et al. 2022

View full text Add to dashboard Cite

“…Research has identified several challenges with traditional K-12 science teaching and learning (i.e., lecture-based teaching delivered in a classroom or laboratory) that result in students' disengagement and disconnection of science from their real-world and everyday life (Moreno, 1999). For instance, science education traditionally encourages memorization of elements of scientific knowledge in a siloed fashion (Lee & Grapin, 2022) under the assumption that "teaching science is all about lecturing" (Sanger, 2008), gearing students towards only describing observations made of factual data instead of "making meaning of those observations in ways that are significant" (McNeill & Berland, 2017). These issues, among many others, have prompted educational reform efforts, e.g., in the USA (National Research Council, 2015), and policymaking recommendations, e.g., in Europe (European Commission, Directorate-General for Research and Innovation, 2015), towards revamping science education to provide rich and meaningful learning experiences through innovative pedagogical practices.…”

Section: Literature Reviewmentioning

confidence: 99%

Towards Local Community Involvement in Students’ Science Learning: Perspectives of Students and Teachers

Montero

Leite²

2022

Journal of Teaching and Learning

View full text Add to dashboard Cite

The European Commission calls for schools to move towards becoming open to their communities, integrating external social, civil, and expert stakeholders into authentic learning experiences’ development alongside teachers and students, particularly in terms of science education. However, little research or practical implementation has been reported on how community actors could participate in the development of such curricular learning activities. In this study, we present an implementation of the open science schooling (OSS) approach to science learning, where community involvement in the development of science missions takes a vital role. During the study, students developed science missions related to local societal issues that interested them in collaboration with their teachers and community experts, with frequent hands-on investigations outside their classrooms or laboratories, in five European countries and Israel. Questionnaires with quantitative and qualitative questions concerning students’ and teachers’ views and perspectives about implementing science education using OSS were administered after the participants finished their science missions. The results indicate the effectiveness of the OSS approach to science learning involving the community from both students’ and teachers’ perspectives. This study is a step towards supporting schools in becoming active agents of change through the implementation of contextualized learning experiences alongside external stakeholders.

show abstract

The role of phenomena and problems in science andSTEMeducation: Traditional, contemporary, and future approaches

Cited by 32 publications

References 22 publications

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin

Towards Local Community Involvement in Students’ Science Learning: Perspectives of Students and Teachers

Contact Info

Product

Resources

About