Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6588
Title: Student Voice and Student Choice: Middle School Science Teachers Foster Identity Using a Social Learning Environment
Authors: Gullickson, Elena Contreras
Varma, Keisha
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Gullickson, E. C. & Varma, K. (2020). Student Voice and Student Choice: Middle School Science Teachers Foster Identity Using a Social Learning Environment. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2415-2416). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: This research seeks to interrogate how four middle school science teachers connect students’ personal experiences to the construction of scientific knowledge. In this paper we examine how teachers leverage technology to validate the ways that race, language, and culture, through the lens of identity, are critical in students’ construction of science knowledge. In an attempt to bridge this disconnect, teachers use a video-based social learning environment (SLE) to elicit student and familial knowledge to be used during science instruction. The SLE prompts used by teachers are analyzed and findings are discussed.
URI: https://doi.dx.org/10.22318/icls2020.2415
https://repository.isls.org//handle/1/6588
Appears in Collections:ICLS 2020

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