Designing for Worldmaking in High School Chemistry through Research Practice Partnership

• In Event: Learning to Use Science to Build Just and Sustainable Futures

Abstract

This social design experiment project explores the design of learning environments that empower students to use science to address complex societal challenges through civic engagement. Using world-making as an analytical lens, we examine 140 students’ responses to deliberately designed and evolving learning environments in three high school chemistry classrooms for two years. The analysis shows that more students engaged in relational, justice-oriented civic actions in the second year than the first year, suggesting the positive impact of the revised learning design. Key changes in curricula, use of tools, and teaching practices were qualitatively linked to enhanced students’ responses. We discuss theoretical and practical implications for transforming science teaching and learning at scale towards a more just and sustainable future.

Authors

• Qiu Zhong, University of California - Irvine

• Hosun Kang, University of California - Irvine