This article discusses the potential for learner engagement in the contexts of a basketball team and a mathematics classroom. The qualitative analysis centers on three aspects of each context: access to the domain, the integral roles available to learners, and opportunities for self-expression.
This poster describes the work accomplished by August 2014 for the NSF-funded project "Science of Sharing: Investigating Cooperation, Competition, and Social Interdependence." It was presented at the 2014 AISL PI Meeting in Washington, DC.
This poster was presented at the 2014 AISL PI Meeting in Washington, DC. Using STEM America (USA) is a two-year Pathways project designed to examine the feasibility of using informal STEM learning opportunities to improve science literacy among English Language Learner (ELL) students in Imperial County, California.
In this paper, Paris urges educators to actively value and preserve our multicultural and multilingual society while creating space for growth within and across cultures. This recommended change from culturally responsive pedagogy to culturally sustaining pedagogy entails a shift in both terminology and stance.
Design-based research (DBR) is a method for testing educational theories while simultaneously studying the process of creating and refining educational interventions. In this article, Sandoval proposes “conjecture mapping” as a technique to guide DBR processes. Conjecture mapping responds to critiques that DBR lacks clear standards and methodological rigor.
Students with strong religious views may adopt a variety of positions on the scientific concept of evolution. The attempts students make to address potential mismatches between their religious and scientific viewpoints influence their learning approaches. This Yasri and Mancy paper presents five ways in which young people reconcile evolution and religion,and discusses the implications for educators.
The premise underlying this paper by Byrne, Ideland, Malmberg, and Grace is that citizenship should not be regarded as a privilege — and responsibility — only of adulthood. Children, too, can be actively engaged as citizens. In their study, Byrne and colleagues examined the interpretive repertoires of children engaged in discussions about socioscientific issues. They found that the children used productive argumentation to negotiate complex issues and propose solutions.
In this study, the researchers investigated opportunities and challenges English language learners (ELLs) faced while learning the scientific practices of argumentation and communication of findings (NGSS practices 7 and 8; NGSS Lead States, 2013). Specifically, they asked how the teacher engaged ELLs in argumentation and communication and how the ELLs actually used these practices.
In order to broaden the conceptualizations of argument in science education, Bricker and Bell draw from diverse fields: the sociology of science, the learning sciences, and cognitive science to help practitioners think of new ways to bring argumentation into learning spaces while expanding what counts as scientific argument.
This paper describes a model developed by education researchers seeking to bridge the gap between formal and informal learning contexts. The model matches organisational, cognitive, affective, and social-environmental aspects of learning with four key design principles to create 16 practical steps to help formal and informal educators communicate and cooperate more effectively.
This article discusses intellectual activities in African American culture that privilege mathematical thinking. It is a helpful reference for educators and researchers who want to shift from deficit-oriented perspectives about non-dominant or marginalized groups’ performance to additive perspectives that build on out-of-school cultural knowledge and practices to support student learning in school. The authors suggest how educators might value forms of mathematical thinking that are usually not recognized in school. This recognition can support diverse students’ participation and achievement
This poster was presented at the 2014 AISL PI Meeting held in Washington, DC. The project creates a STEM ecosystem in a severely under-resourced urban community. The Chicago Zoological Society, which operates Brookfield Zoo, is expanding a community partnership with Eden Place Nature Center in Chicago’s Fuller Park Neighborhood and offering a full suite of environmental science learning opportunities for teachers, youth, families, and adults. A research component is led by the University of Illinois at Chicago.