Expanding Students' Experiences of Chemistry Through a Co-Designed Curriculum and Assessment

• In Event: AERA Poster Session 5
  In Poster Session: Division C Section 1d: Science Poster Session 2 (San Diego)

Abstract

Drawing upon the notion of chronotope (Bakhtin, 1896), we analyzed high school chemistry students’ learning focusing on relationships that students generated while connecting problems that mattered to them, everyday and disciplinary practices, and selves that extend across particular spaces and times. Data were forty-nine learning artifacts generated by students throughout a unit about stoichiometry. The majority of participants were Latinx students from immigrant, low-income families. Employing qualitative analysis, we found five different ways of students’ making relationships with their learning experiences and selves: Coherent connection between (a) everyday-disciplinary practices and selves; (b) everyday-disciplinary practices; (c) past-present-future selves; incoherent connection between: (d) everyday-disciplinary practices and selves; and a few connections between: (3) everyday-disciplinary practices and selves.

Authors

• Raúl Orduña Picón, University of Massachusetts - Boston

• Lauren Snow, University of California - Irvine

• Hosun Kang, University of California - Irvine