Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design

Autor/inn/en	Kang, Hosun; Nation, Jasmine McBeath
Titel	Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design
Quelle	In: Journal of Science Teacher Education, 34 (2023) 6, S.667-687 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Hosun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2022.2132633
Schlagwörter	Educational Change; Equal Education; Science Instruction; Teaching Methods; Culturally Relevant Education; Justice; Self Concept; Race; Native Language; Physics; High School Students; Lesson Plans; Teacher Student Relationship; Science Teachers; Transformative Learning; Instructional Design; Units of Study; Disadvantaged; Teacher Attitudes; Student Attitudes; Student Characteristics + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Gerechtigkeit; Selbstkonzept; Rasse; Abstammung; Physik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lesson planning; Unterrichtsplanung; Teacher student relationships; Lehrer-Schüler-Beziehung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Transformation; Lesson concept; Lessonplan; Unterrichtsentwurf; Lerneinheit; Lehrerverhalten; Schülerverhalten
Abstract	In this study, we present a conceptual tool for guiding teachers' principled pedagogical actions toward equitable instruction, referred to as the "Transforming Science Learning" (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts--promoting equity and justice through culturally relevant pedagogy (CRP) in K-12 science classrooms. TSL consists of five design principles that articulate the goals (the "why" of practice), instead of prescribing pedagogical activities (the "what" of practice). The five principles are: a) make it matter, b) support sense-making, c) attend to race, language, and identities, d) build a welcoming community, and e) disrupt power hierarchies. We use a co-designed high school physics unit enacted by one teacher, Ms. Davis (pseudonym), as an illustrative case to contextualize our overall data analysis in three physics classrooms. We examine what teachers did, guided by each design principle, including when they planned lessons, interacted with students during instruction, and assessed student learning. We discuss the affordances of a well-designed conceptual tool in addressing the problem of enactment by productively mediating co-design toward transformative and consequential learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01