Digital Tools as Bridges: A Systematic Review of How K 12 Science Teachers Connect Students’ Lives to Disciplinary Science (Stage 1, 3:59 PM)

• In Event: e-Lightning Ed-Talk Session 5 - Stage 1

Abstract

Digital tools permeate K–12 science classrooms, yet their potential to connect disciplinary learning with students’ everyday knowledge often remains unrealized. This systematic review examines how U.S. K-12 science teachers use digital technologies to bridge school science with learners’ cultural identities and community practices. We addressed two research questions: (1) What pedagogical strategies do teachers employ? and (2) What lesson design elements enable or constrain these strategies? After screening 223 studies, 84 were included for analysis. Using inductive thematic analysis, we identified four key teacher strategies and four enabling design features. This review provides a framework for culturally sustaining, technology-mediated science instruction, advancing equity-focused pedagogy, and informing professional development to better connect students’ cultural experiences with science learning.

Authors

• Mike Frazier, Michigan State University

• Garam A. Lee, Michigan State University

• Qiyang Lin, Michigan State University

• Jingwen He, University of North Texas

• Ryan LeVault, Virginia Commonwealth University

• Singith Nuwanga Perera, Virginia Commonwealth University

• Christine Lee Bae, Virginia Commonwealth University

• Kui Xie, University of Missouri