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Title: Designing Science Curricula That Disrupt Disciplinary Boundaries Towards Sociopolitical Change: A Middle School Life Science Unit
Authors: Duncan, Ravit Golan
Krishnamoorthy, Rishi
Tan, Edna
Austin, Tasha
Reichsman, Frieda
Dabholkar, Sugat
Worsley, Ti'Era
Islam, Anhar
Smithen, Burrell
Joshi, Jaya
Asada, Megumi
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Duncan, R. G., Krishnamoorthy, R., Tan, E., Austin, T., Reichsman, F., Dabholkar, S., Worsley, T., Islam, A., Smithen, B., Joshi, J., & Asada, M. (2023). Designing science curricula that disrupt disciplinary boundaries towards sociopolitical change: A middle school life science unit. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1138-1141). International Society of the Learning Sciences.
Abstract: Supporting minoritized students’ participation in a science requires designing expansive notions of what counts as doing and learning science. We present the design of a middle-school biology unit about stress and body system interactions that challenges the boundaries of disciplined science and promoting social change making through consequential learning. Four core axiological commitments shaped the design of the unit: a) expanding disciplinary practice by entangling mind, body, and environment; b) supporting students’ rightful participation and expertise; c) recognizing the environment as politicized across scales; and d) supporting social change through allied political struggle. We describe how we embodied these commitments in the unit design and how they played out in the context of a 7th grade urban science classroom. This work provides another example of consequential learning environments and contributes to the theory and practice underlying their design.
Description: Short Paper
Appears in Collections:ISLS Annual Meeting 2023

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