Outcomes From A Conference On Localizing High Quality Science Instructional Materials: Perspectives Across Educational Systems

• In Event: Adaptation of Science Instructional Materials: Localizing Curriculum Materials to Support Equitable Sensemaking

Abstract

Objectives and Theoretical Framework

This project brings together two efforts related to equitable science learning: use of high-quality instructional materials (HQIMs) (Short & Hirsh, 2020; Steiner et al., 2019) and localization as a strategy for connecting to students’ interests and providing more culturally responsive instruction (Cook Whitt et al., 2023; Penuel at al., 2023). HQIMs can support consistency in implementation of high expectations and effective pedagogy (Steiner et al., 2019). Localization can support students whose funds of knowledge, interests and language practices have not been represented in mainstream, generic approaches to science education (Bang & Medin, 2010; González, et. al., 2005; National Research Council, 2012).

To explore the intersection between HQIMs and localization, we convened a conference of diverse stakeholders involved in efforts to design, research, implement, and localize HQIM, focused on these questions:
What does localizing mean, in the context of HQIMs, and what are the perceived benefits of localization as a strategy for increasing equitable learning across a variety of community and K-12 contexts?
What are current approaches to localizing instruction, in the context of HQIMs?
What is needed to better support efforts for localized, scalable, high quality instructional materials?

Methods

Participants in the conference were selected from a pool of applicants with varied roles and expertise, including teachers and instructional leaders, state leaders, educational researchers, and instructional materials designers. During the conference, participants engaged in presentations and panel discussions on successes, strategies, and challenges in their efforts to bridge HQIM and localization. Participants then gathered in working groups to discuss and identify emerging areas of focus for the field to both leverage current field strategies and advance solutions to mitigate challenges.

Data Sources

Participants completed a pre-conference survey as well as an end of conference survey. Data sources analyzed included these surveys as well as conference artifacts such as research presentation slides; working group notes; and working group recommendations and actions posters.

Results

Analysis of the conference artifacts resulted in the identification of eight themes that are intended to inform future research agendas, instructional material design, and HQIM implementation: 1) The relative importance and benefits of localization remain an open question. 2) Equity and justice need to be explicit in definitions and approaches to localization. 3) Consideration of equity must take into account who is doing localization, how, and for what purposes. 4) Localization is more than geography. 5) Efforts to localize can be in tension with the design of high quality instructional materials. 6) Localization efforts can/should involve all levels of the educational system. 7) The burden of localization should not be placed solely on teachers. 8) The field needs examples and counterexamples, vignettes, and case studies to further establish existence proofs and a range of models.

Significance

This conference represented a unique convening on the topic of localizing science instructional materials including representatives from across the educational system. The common themes that emerged from this dialogue of this diverse group can inform research, design, policy and implementation efforts.

Authors

• Suzanna J. Loper, University of California - Berkeley

• Daniel Alcazar-Roman

• Vanessa B. Lujan, University of California - Berkeley