Abstract
Session Abstract: Over the past decade, science education has been pushed to an inflection point. What was once a given of scalable standards-based science education is now being reimagined as adaptable models for teaching science through collaborative student-led sensemaking. This tension of supporting individual students' ways of knowing and being in coordination with canonical STEM practices has teachers caught between a paradigmatic binary. The field of the Learning Sciences provides comprehensive knowledge about the need for opening up diverse learning pathways in the classroom, yet little is discussed about what to do once those learning pathways are made visible. In this symposium, the authors consider how teachers “make space” for student contributions in classroom-based science education, and consequently, analyze what happens after it is made.
Original language | English (US) |
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Title of host publication | International Collaboration toward Educational Innovation for All |
Subtitle of host publication | Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 |
Editors | Clark Chinn, Edna Tan, Carol Chan, Yael Kali |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 1691-1698 |
Number of pages | 8 |
ISBN (Electronic) | 9781737330653 |
State | Published - 2022 |
Event | 16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: Jun 6 2022 → Jun 10 2022 |
Publication series
Name | Proceedings of International Conference of the Learning Sciences, ICLS |
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ISSN (Print) | 1814-9316 |
Conference
Conference | 16th International Conference of the Learning Sciences, ICLS 2022 |
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Country/Territory | Japan |
City | Virtual, Online |
Period | 6/6/22 → 6/10/22 |
Funding
The authors thank the James S. McDonnell Foundation (doi.org/10.37717/220020521); the University of Washington’s Distinguished Doctoral Research award and Graduate School Top Scholarship award to Michelle Salgado; the University of Illinois’ Campus Research Board (Grant No. RB18139) and Bureau of Education Research’s Hardie Faculty Fellows Program award to Christina Krist; and the National Science Foundation (Award 1846227). The authors’ views and findings are their own.
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education