Redefining Science Learning: Urban Elementary Students Leverage Micro-Level Engineering Practices to Shape Science Learning Identities

• In Event: Sheraton Roundtable Session 37
  In Roundtable Session: Learning and Engagement Through STEM

Abstract

In this qualitative study, we looked at how urban elementary students leveraged the engineering design process (EDP) embedded within a STEM curriculum intervention to shift the cultural production of meaning in science learning at the micro level. The EDP afforded students space for enacting performed identities in small groups around valued outcomes such as problem-solving, risk-taking, and iterative design rather than written tests. Analysis of videotapes revealed students positioned as “other” by teachers or peers leveraged engineering practices to construct identities-in-practice as successful science learners in resistance to the cultural production of meaning at the meso level. Based on these findings, we draw implications for research in equity and education, and for teacher practice within majority non-White science classrooms.

Authors

• Susan Grine Harper, Johns Hopkins University – Baltimore

• Rebeca Gamez

• Carolyn Parker, American University