Supporting Teachers to Integrate Computational Practices and Design Opportunities for Equitable Participation in Science Classrooms (Poster 24)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Contemporary Approaches to Science Education

Abstract

We designed a professional learning (PL) series for science teachers to integrate computational practices into classrooms by designing equitable computational learning opportunities for students. We provided the teachers with two main resources: computationally integrated (CI) tasks, and the Equity Quantified in Participation (EQUIP) tool. We also broadcasted a contextual discourse about equitable computational instruction, and infused this narrative into all PL sessions. We hoped to shape teachers’ personal vision of instruction (their critical pedagogical discourses: CPDs). We describe two major assertions: 1) The primary resources focused teachers’ attention on different kinds of instructional interactions with distinct themes for each resource; 2) Each teacher’s CPDs shaped how they recognized and used the primary resources, and we illustrate differences using contrasting cases.

Authors

• David Stroupe, University of Utah

• Sunghwan Byun, North Carolina State University

• Julie Christensen, Michigan State University

• Julia Willson, University of Central Florida

• M. Danny Caballero, Michigan State University

• Nickolaus A. Ortiz, Georgia State University

• Daniel Reinholz, San Diego State University