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60.029 - Toward More Equitable Science Learning Experiences
Sun, April 19, 8:15 to 9:45am, Sheraton, Floor: Ballroom Level, Sheraton IISession Type: Paper Session
Abstract
Each of the papers in this session offers insight into persistent problems of inequity in science education. The set of studies examines productive learning experiences for culturally and linguistically diverse students and includes first-hand accounts of STEM experiences of girls and women. Taken together, these papers encourage us to move toward more equitable science learning experiences.
Sub Unit
Chair
Papers
Visualizing Science to Support English Learners' Understanding of Energy and Matter Flows in Life Science - Kihyun "Kelly" Ryoo, University of North Carolina - Chapel Hill
"Nothing Really for Girls": Examining the Perceived "Genderedness" of Circuitry Learning Tool Kits - Kylie A. Peppler, Indiana University - Bloomington; Naomi Thompson, University at Buffalo - SUNY; Sophia Bender, Indiana University - Bloomington; Karen E. Wohlwend, Indiana University - Bloomington
Self-Efficacy of African American Women in STEM - Reginald Johns, Hampton City Schools
African American Middle School Girls: Science All About "Us" and Our Future - Natalie Simone King, University of Florida; Natalie Marie Khoury Ridgewell, University of Florida; Rose Pringle, University of Florida
Provocative Pedagogy for Linguistically and Culturally Diverse Students Engaging in Argument-Based Inquiry - Kristen L. Pratt, Washington State University; Gisela Ernst-Slavit, Washington State University - Vancouver