- Browse
Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
- Navigation and Settings Menu
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
Bluesky
Threads
X (Twitter)
LinkedIn
Instagram
YouTube
Designing for Dialogue in Science Learning
Thu, April 9, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), Los Angeles Convention Center, Floor: Level Two, Poster Hall - Exhibit Hall ASession Type: Poster Session
Abstract
This session examines how learners communicate, reason, and make meaning in science through language, gesture, representation, and interaction. Across studies of preschool through secondary classrooms, researchers investigate how discourse, multimodality, and formative assessment shape equitable science learning. Papers explore how culturally sustaining assessment practices amplify brilliance among multilingual learners, how visual and verbal representations spark peer discussion, and how teacher design influences literacy, argumentation, and conceptual development. Together, these studies illuminate the central role of communication and culture in science education, reimagining classrooms as dialogic spaces where learners use language, embodiment, and collaboration to construct and share scientific understanding, and imagining more inclusive futures for how we learn and teach science.
Sub Unit
Papers
Characterizing Discourse Quality in Preschool Science Education: Toward an Observation Framework - Zhiyi Han, Chinese University of Hong Kong; Oi-Lam Ng, Chinese University of Hong Kong; Yongjia Yu, University of Hong Kong
Designing Effective Prompts for Eliciting Scientific Argumentation: A Systematic Review - Zhaoji Wang, University of Hong Kong; ZIPEI ZHU, University of Georgia; Yizhu Gao, University of Georgia; Jongchan Park, Arizona State University; Lihua Tan, University of Macau; Field Watts, Educational Testing Service; Lei Liu, Educational Testing Service; Xiaoming Zhai, University of Georgia
Illuminating Spatial Brilliance Through A Culturally and Linguistically Sustaining Approach to Formative Assessment - Shakhnoza Kayumova, University of Massachusetts - Dartmouth; Akira Harper, University of Massachusetts - Dartmouth; Esma Nur Kahveci, University of Massachusetts - Dartmouth
Integrating Disciplinary Literacy Strategies into Inquiry-based Middle School Science Instruction - Raju Ahmmed, University of Houston; Jie Zhang, University of Houston; Sissy S. Wong, University of Houston; Laveria Hutchison, University of Houston; Samuel Katende, University of Houston
Peer Interaction and Conceptual Development: A Multimodal Interaction Analysis - John Galisky, University of California - Santa Barbara
Piloting Case-Based Collaborative Learning in Secondary Health Science Classrooms: Insights from Teachers and Students - Meghan Ecker-Lyster, University of Kansas; Maya Rose Baughn, University of Missouri - Kansas City; Maria Alonso Luaces, University of Kansas Medical Center; Elizabeth Ordonez, University of Kansas Medical Center; Karin Chang, University of Missouri - Kansas City
Visual representations as resources for discussion between peers in middle school science - Elon Langbeheim, Ben-Gurion University of the Negev; Einat Ben-Eliyahu, Ben-Gurion University of the Negev