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|Title:||Leveraging Educative Approaches to STEM Disciplinary and Instructional Practices|
Arias, Anna Maria
Davis, Elizabeth A.
Palincsar, Annemarie S.
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Bell, P., Chowning, J., Klein, E., McGowan, V., Peterman, T., Wingert, K., Arias, A. M., Davis, E. A., Palincsar, A. S., & Luehmann, A. (2014). Leveraging Educative Approaches to STEM Disciplinary and Instructional Practices. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1426-1435.|
|Abstract:||This symposium addresses teacher learning and agency as teachers adapt existing curriculum and instructional practices to promote student learning through Science, Technology, Engineering & Math (STEM) disciplinary practices. Each study in our symposium aims to foster student learning of STEM disciplinary practices as an overarching goal. We focus on educative curriculum models that support teachers' identity development and disciplinary expertise by cultivating their pedagogical content knowledge for disciplinary practices in concert with student learning (Davis & Krajcik, 2005; Shulman, 1986). The multiple research projects in this symposium document practices in various learning environments that: a) broaden science participation through teachers' and students' authentic interactions with disciplinary practices, b) recognize multiple epistemologies in STEM environments for all participants, c) honor teachers' expertise in adapting curriculum for their diverse contexts, supporting equitable and authentic implementation of science practices (NRC, 2011).|
|Appears in Collections:||ICLS2014|
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