66.055 - Suspension Bridges: Cultural Historical Activity Theory as a Tool for Understanding Productive Tensions Across STEM Learning Communities

Session Type: Symposium

Abstract

Answering AERA’s “Knowledge to Action” call regarding how knowledge and scholarly discourses can be transformed into engaging practice toward equal educational opportunity, this session describes how bridging knowledge across informal and formal education can lead to equity-focused action for improving youth STEM learning. In this symposium, we use Cultural Historical Activity Theory (CH/AT) as a way to understand tensions that arise in joint activity between informal and formal STEM learning activity systems and how we have leveraged that tension in productive ways to lead to more expansive forms of learning.

Sub Unit

• SIG-Science Teaching and Learning

Chair

• Sara C. Heredia, University of North Carolina - Greensboro

Papers

• Professional Development in an Informal Science Institution: Translating Science Museum Experiences Into the Classroom - Sara C. Heredia, University of North Carolina - Greensboro

• Reframing Tensions Between Informal and Formal Educators as Productive Space for Professional Development - Jean J. Ryoo, Exploratorium; Bronwyn Bevan, Exploratorium

• Crossing the Bridge: Tensions in Developing Identities as Mentors Across Dual Activity Systems - Deana Scipio, TERC

• Building the Bridge: Anchors and Tensions Between Collaborating Designers of Teacher Professional Learning - Danielle Keifert, University of California - Los Angeles

Discussant

• Shirin Vossoughi, Northwestern University