Restricted Research - Award List, Note/Discussion Page
Fiscal Year: 2023
213 University of North Texas (142101)
Principal Investigator: Keifert,Danielle Teodora
Total Amount of Contract, Award, or Gift (Annual before 2011): $ 34,559
Exceeds $250,000 (Is it flagged?): No
Start and End Dates: 7/1/22 - 12/31/24
Restricted Research: YES
Academic Discipline: Educational Psychology
Department, Center, School, or Institute: College of Education
Title of Contract, Award, or Gift: Collaborative Research: Equitable Science Sensemaking: Helping Teacher Candidates Support Multiple Pathways for Learning
Name of Granting or Contracting Agency/Entity:
National Science Foundation
CFDA Link: NSF
47.076
Program Title:
none
CFDA Linked: Education and Human Resources
Note:
This proposal for Equitable Science Sensemaking (ESSe) aims to broaden participation in STEM by supporting undergraduate elementary teacher candidates’ (TCs) development of equitable teaching practices. Equitable teaching requires noticing students’ strengths (Louie et al., 2021) and building upon students’ multiple ways of knowing (Warren et al., 2020) to desettle expectations (Bang et al., 2012) and open new sensemaking pathways. While a wealth of research has explored how to help TCs notice students’ disciplinary resources (e.g., Robertson et al., 2015), less is known about how to help TCs take up students’ questions and ideas when they do not align with the pathway prescribed by the curriculum (e.g, Reiser et al., 2021). In this project, we will design and evaluate learning activities for elementary science methods courses at The Ohio State University and Vanderbilt University. These learning activities will support TCs to invite, notice, value, and leverage students’ non-dominant cultural, linguistic, and epistemic resources in science classrooms. Building on our previous work with in-service teachers (Pierson et al., 2021), the learning activities we design will focus on helping TCs (a) recognize and challenge deficit ideologies (Philip, 2011) that constrain learning and (b) take up students’ questions and ideas in exploring multiple sensemaking pathways in science. To analyze and evaluate these activities, we will triangulate multiple data sources, including: assignments, interviews, video recordings of class, and video recordings of student teaching.
Discussion: No discussion notes