Giving Students the Power to Learn Science

• In Event: Roundtable Session 8
  In Roundtable Session: Teaching to Motivate and Empower Diverse Learners

Abstract

Teachers empower students by how they engage them through inquiry-tasks and discourse. This study identifies and describes science classroom power relationships in first, third, and fourth grades. This paper focuses on relationships that support student engagement; enhance interest, and create learning by providing students with time to think, ask questions, and find their science voices. The analyses involved identification, description, and analysis of classroom episodes showing where high student engagement and power occurred. The episodes were grouped into overlapping themes: use of questions, teacher sharing authority, giving students credit for knowledge, legitimate digressions, and feedback follow-up. Examples of student power relationships to engagement can be used with preservice and experienced teachers to show interactions that support student learning of science.

Authors

• Kathryn F. Cochran, University of Northern Colorado

• Lori A. Reinsvold, University of Northern Colorado

• Chelsie Hess, University of Northern Colorado