Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7410
Title: Implicating Practice: Using Rehearsals to Move Toward Equitable Science Teaching
Authors: Dozier, Sara
Zummo, Lynne
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Dozier, S. & Zummo, L. (2021). Implicating Practice: Using Rehearsals to Move Toward Equitable Science Teaching. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1087-1088). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Student-centered discourse is a key component of “ambitious” science teaching practices, in which teachers facilitate discussion that engages students in scientific practices to understand scientific concepts. Simultaneously, teachers must create learning environments that counteract inequities along intersecting axes of identity. But how do teachers learn teaching practices that both support student sensemaking via discourse and respond to issues of equity? We examine one method of in-service teacher learning: rehearsals, or approximations of practice. Building on emerging evidence from prior research, we explore the role of rehearsals in developing secondary science teachers’ adaptive expertise in facilitating equitable productive discussion. We analyze data from 17 “debrief” discussions that followed rehearsals, asking how shared knowledge 1) develops around discourse-centered science teaching and equity, and 2) is deployed in teachers’ adaptive expertise as they reconsider past practice. Preliminary results reveal the possibility of rehearsals and also highlight the need for clear scaffolding.
URI: https://doi.dx.org/10.22318/icls2021.1087
https://repository.isls.org//handle/1/7410
Appears in Collections:ISLS Annual Meeting 2021

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