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63.036 - Young People Shaping Science Practice in and out of Classrooms: Implications for Teaching and Learning
Sun, April 19, 12:25 to 1:55pm, Sheraton, Floor: Ballroom Level, Sheraton IVSession Type: Structured Poster Session
Abstract
In this interactive poster symposium session we will discuss how the improvement of science teaching and learning hinges on redefining young people's roles in shaping science practice, in and out of classrooms. As learning expectations for young people change from passive recipients of information to legitimate participation in authentic disciplinary work, educators across contexts must provide opportunities for students to act as epistemic agents – individuals or groups who take, or are granted, responsibility for shaping the knowledge and practice of a community. We will present nine research projects that offer different examples of students’ work as epistemic agents. Participants and attendees will collectively and collaboratively discuss the implications of such research for science teaching and learning.
Sub Unit
Chair
Papers
1. Blurring the Boundaries of Science: A Beginning Teacher and Her Students Examine an Ignored Phenomenon - David Stroupe, Michigan State University
2. Students' Epistemic Engagement in a Field-Based Environmental Sciences Watershed Investigation - Heather Toomey Zimmerman, The Pennsylvania State University; Jennifer Lynn Weible, Central Michigan University
3. Hybrid Practices and Developing Expertise in Engineering Among Middle School Students - Christina Restrepo Nazar, Michigan State University; Angela Calabrese Barton, Michigan State University; Myunghwan Shin, Michigan State University; Day W Greenberg, Michigan State University
4. "I Think We Were Pretty Powerful This Summer as Scientists": Supporting Shifts in What Science Is and Who Can Do Science for Racially/Ethnically Underrepresented Youth - Tammie Visintainer, TERC
5. "Our Graphs Are Very Similar to Those Outputted by the CDC": Examining Professional Scientific Modeling Practices in High School Classrooms - Katie Van Horne, University of Colorado - Boulder; Leah A. Bricker, University of Michigan
6. Kindergarten Girls as Epistemic Agents During a Light and Shadows Unit - Alicia M. McDyre, The Pennsylvania State University
7. Action-Oriented Science Teaching - Sara Hagenah, Boise State University; Jessica J. Thompson, University of Washington
8. Epistemic Heterogeneity: Seeing Students' Epistemic Navigations - Megan Bang, University of Washington
9. A Focus on Responsiveness and Rigor: How Elementary Science Teachers Facilitate Productive Science Talk - Carolyn Colley, University of Washington; Mark A. Windschitl, University of Washington