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Equity in Elementary Science Teaching and Learning
Thu, April 21, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Marriott Marquis San Diego Marina, Floor: South Building, Level 1, Pacific Ballroom 19Session Type: Structured Poster Session
Abstract
Teachers often face a conundrum when trying to enact equitable practices that likewise support substantive learning opportunities. This session examines a set of 11 projects that attend to culturally and linguistically sustaining science teaching principles and practices that ground teacher learning in elementary students’ cultures, identities and lived experiences. The goals of this session are to a) elaborate forms of science teaching practice that support equitable opportunities for substantial learning, b) examine teacher learning agendas supporting these practices, and c) strengthen equity research agendas across projects.
Sub Unit
Chair
Papers
Elementary Teachers as Uniquely Positioned to Facilitate Equitable Sensemaking: Disrupting Deficit-Based Narratives - Carla Zembal-Saul, The Pennsylvania State University; Michelle N. Brown, The Pennsylvania State University; Heidi Carlone, Vanderbilt University
Affordances and Constraints of Using Sense-Making Moments/Episodes for Fostering Equitable Disciplinary Responsiveness in Science Teaching - Christina V. Schwarz, Michigan State University; Christa Haverly, Northwestern University; Melissa Braaten, University of Colorado - Boulder
Scientific Modeling to Support Multilingual Students: Examining a Professional Learning Design for Elementary Teachers - Heather J. Johnson, Vanderbilt University; Ashlyn Pierson, The Ohio State University; Danielle Keifert, University of North Texas; Bethany Daniel, Vanderbilt University; Andrea Henrie, Vanderbilt University
"I Am Not Sure If I Can Totally Give Up Science's Epistemic Authority": Science Teachers Grappling With Positioning Diverse Learners as Onto-Epistemic Agents - Shakhnoza Kayumova, University of Massachusetts - Dartmouth; Akira Harper, University of Massachusetts - Dartmouth
Collective Sensemaking Around Translanguaging in Formative Assessment Co-Design: A Catalyst for Science Teacher Agency - Caitlin Fine, Boston College; Melissa Braaten, University of Colorado - Boulder
"Engaging Across Boundaries": An Equitable Teaching and Learning Approach to Environmental Education at a School in the Woods - Déana Scipio, IslandWood; Breanna Caruso, Islandwood
Shifting the Equity Conversation Toward Classroom Relationships: Lessons Learned From a Qualitative Case Study - Christa Haverly, Northwestern University
Teaching Elementary School Science to Promote Equity for the LGBTQ+ Community - Kristin L. Gunckel, The University of Arizona
Examining Elementary Preservice Teachers' Understandings and Commitments to Equitable Science Teaching Through an Online Science Methods Course - Jessica Chen, Teachers College, Columbia University; Felicia Moore Mensah, Teachers College, Columbia University
The "Equity" Week: Supporting Undergraduate Preservice Elementary Teachers in Understanding Equity and Developing Political Clarity in Science Education - Tia C. Madkins, The University of Texas at Austin; Maximilian Sherard, The University of Texas at Austin; Katherine Harris; Sonnur Ozturk, The University of Texas at Austin
Launching Intradistrict Networked Improvement Communities With a Commitment to Educational Justice in Elementary Science - Jessica J. Thompson, University of Washington; Soo-Yean Shim, University of Washington - Seattle; Anastasia Shawn Sanchez, University of Washington - Seattle; Cristina Betancourt, University of Washington; Kelsie Fowler, University of Washington - Seattle; Sarah Clancey, University of Washington - Seattle; Heena Lakhani, University of Washington - Seattle