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How Can Elementary Science Curriculum Support Student Learning, Teacher Practices, and Inclusiveness in Classrooms?

Sat, April 15, 8:00 to 9:30am CDT (8:00 to 9:30am CDT), Chicago Marriott Downtown Magnificent Mile, Floor: 4th Floor, Clark - 1/2 Marriott Ballroom

Session Type: Symposium

Abstract

Project-based Learning (PBL) supports students in making sense of phenomena to answer meaningful questions through collaboration, investigation, and artifact development. Experiencing Science in Elementary School (ESES, a pseudonym) uses PBL principles to design learning environments that foster elementary students’ usable knowledge. An efficacy study shows that ESES developed significant academic, social, and emotional learning (SEL) compared with business-as-usual. As the pandemic resulted in a loss of academic learning, and disrupted students’ SEL-related skills, the context for ESES changed. This symposium explores how teachers adapted ESES during the 2021 – 22 academic school year (ASY) to involve students in science. We employed mixed methods to explore how teachers modified their teaching practices, and the corresponding development of students’ academic, and SEL.

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