Asset-Based Pedagogies in Science and Engineering Classrooms

• In Event: Fairmont Roundtable Session Thirteen
  In Roundtable Session: Science in Teacher Education (Table 1)

Abstract

Research on diversity and equity in science education has primarily focused on urban students, while mostly ignoring distinct challenges teachers and students face in rural settings. In this study, ten middle school teachers from rural areas participated in a year-long professional development (PD) program focused on asset-based approaches and curriculum materials. Pre and post-test data were collected from over 2000 students over two years, before and after the PD. There was significant effect of the use of asset-based pedagogies on student post-test scores after accounting pre-assessment for Grade 6, and Grade 7, but not for Grade 8. This suggests that variations in the enactment of the project units may have caused the different outcome in Grade 8.

Authors

• Selcen Guzey, Purdue University
  Presenting Author

• Khanh Tran, Purdue University
  Presenting Author

• Soo Won Shim, Purdue University
  Presenting Author

• William S. Walker, Purdue University
  Presenting Author

• Sedef Canbazoglu Bilici, Aksaray University
  Presenting Author