Harnessing Local Phenomena in Elementary Science: Insights from a Summer Institute

• In Event: Science Education Research, Remedy, and Repair: Addressing Identity, Language, and Racism Across Science Education

Abstract

Objectives
The Next Generation Science Standards promote using natural phenomena to anchor science instruction. However, many commercially available curricula present phenomena irrelevant to students' daily lives (Lowell et al., 2020). These curricula represent missed opportunities to leverage the unique characteristics of students' local environments and cultures to foster deeper engagement and understanding of scientific concepts. This paper describes the design and insights gained from a 4-day summer institute supporting elementary teachers in identifying and leveraging local phenomena to enhance their adopted science curriculum. Initial insights highlight the benefits of organizing professional development (PD) around land, water, air, and ways of knowing.

Theoretical Framework
The PD is framed by culturally responsive teaching (CRT) and place-based education (PBE). CRT emphasizes integrating students' cultural characteristics and experiences into instruction to improve academic outcomes (Gay, 2002, 2021). It involves using culturally specific materials, encouraging cultural identities, and adapting teaching methods. Studies demonstrate CRT's positive impact on science achievement and student engagement, particularly among diverse populations. PBE connects scientific concepts to local environments, fostering deeper learning and community engagement (Sobel, 2004). It enhances students' sense of place and identity while integrating natural, social, and cultural aspects. However, challenges in PBE implementation, such as resource constraints and curriculum alignment, underscore the need for ongoing research and support. The PD acknowledges these challenges and integrates frameworks to empower teachers to leverage local phenomena to enhance science education, aiming to make learning more relevant and meaningful for students through authentic connections to their community and environment.

Methodology & Data Sources
Twenty-three elementary teachers from two Southern California districts participated in a 4-day PD focused on enhancing their science curriculum through local phenomena—recruitment involved email outreach to local districts. The PD, centered on themes of land, air, water, and ways of knowing, was designed over four months by STEM and education professors, featuring workshops, lectures, nature walks, and hands-on activities. Teachers engaged in creating asset maps to document their reflections and connections to local communities, aligning with research on asset mapping's benefits in enhancing cultural awareness and critical consciousness (Borrero&Yeh, 2016). Teacher asset maps were transcribed and analyzed to reveal major themes.

Findings & Significance
Analysis of teacher-created asset maps identified seven major themes: 1) Air quality and pollution; 2) Water conservation and quality; 3) Land use and environmental impact; 4) Natural disasters and environmental events; 5) Personal and cultural connections to the environment; 6) Biodiversity and wildlife; and 7) Community and education initiatives. These themes illustrate teachers' environmental concerns, personal experiences, and educational activities, reflecting a multi-dimensional conception of place (Moseley et al., 2015). They offer potential entry points for incorporating local phenomena into science curricula. Despite the strong sense of place developed during the institute, the impact of science curriculum changes still needs to be determined. Teachers' enthusiasm for integrating new insights into their lessons is promising, and ongoing research, including follow-up focus groups, will assess their success. The institute's structure around themes of air, land, water, and ways of knowing shows potential for enhancing science education relevance and inclusivity, potentially attracting underrepresented groups.

Authors

• Eddie Partida, California State Polytechnic University - Pomona

• Anthony Peña, California State Polytechnic University - Pomona

• Jessica Ohanian Perez, California State Polytechnic University - Pomona