A Framework for Learning About and Teaching With Models as an Anchor for Relational Equity

• In Event: 29.047 - Modeling in K–12 Science Classrooms: Layers of Support for Equitable Implementation of Next Generation Science Standards Practices

Abstract

Purpose
To address learning about models and issues of equitable learning, our research group relies on common approaches for framing science teaching and learning with pre-service teachers (PSTs) and their in-service mentor science teachers (MSTs). These approaches are reified and iterated with modeling based learning (MBL) design and facilitation strategies for establishing equitable localized classroom communities of practice focused on representing scientific activity. Work with PSTs happens in university science teaching methods classrooms, clinical, student teaching and internships experiences, while work with MSTs happens in a mentoring teacher learning community and as the MSTs host, co-plan/teach, and learn alongside PSTs in their classrooms.

Perspective
Initial work with PSTs/MSTs occurs with ‘learner hat’ experiences, whereby they are supported to iteratively develop models as an anchoring epistemic practice to explain phenomena. Alongside these experiences, PSTs/MSTs are introduced to Carlone & Johnson’s (2007) model of identity authoring/learning whereby learners are recognized (internally and externally) within localized communities of practice (Lave & Wenger, 1991) for their abilities to use competences (e.g., knowledge pieces) and performances (e.g., repertoires of practice) to meet classroom community pursuits. In this, explicit attention is given to ways in which all students, particularly underrepresented minority students who have traditionally been marginalized in STEM classrooms, draw on localized and community resources and ways of knowing that can serve as valuable tools for building understanding and contributing to community pursuits. Importantly, we have recognized the potential for MBL experiences to promote symmetrical relational equity (DiGiacomo & Gutiérrez, 2016) among students and between teachers and students through, among other things, the ‘immediate feedback’ (Resnick & Rosenbaum, 2013) offered as the ‘world speaks’ as an arbiter to measure moment-to-moment attempts to explain phenomenon as the object of MBL activity. Beyond ‘learner hat’ experiences with MBL, PSTs and MSTs are also supported in implementing MBL with already developed high quality curriculum materials and subsequently introduced to the curriculum design strategies and supported in planning and implementing their own MBL curriculum materials.

Data Sources/Methods/Findings
To date, using pre-/post-self reporting measures we have investigated the ‘learner hat’ experiences on PSTs (n=6)/MSTs (n=10) feelings of preparedness for helping foster students’ facility with developing and using models to make sense of the world. These measures indicate that ‘learner hat’ experiences have led to an increase in feelings of preparedness. As an example, before participating 60% of MSTs reported only being Somewhat Prepared to engage students in developing and using models with 30% and 10% reporting being Fairly Well or Very Well Prepared, respectively. At the conclusion of the ‘learner hat’ experiences, only 20% of MSTs reported being Somewhat Prepared to engage students in developing and using models, while 40% and 40% reported being Fairly Well or Very Well Prepared, respectively.

Significance
The significance of this research is found in the findings demonstrating the benefits of teacher ‘learner hat’ experiences and the proposed framework for engaging PSTs and MSTs in the collaborative co-design of MBL environments supportive of equitable learning.

Authors

• Todd Campbell, University of Connecticut

• Thomas J McKenna, University of Connecticut - Storrs