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When a Monolingual Science Teacher and Multilingual Girls Engage in Science Sensemaking through Translanguaging: A Pedagogical Practice, Disciplinary Tool, and Dignity-Affirming Stance
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Shakhnoza Kayumova; Akira Harper; Rachel Moniz-Stronach – Journal of Research in Science Teaching, 2025
Multilingual youth, from nondominant communities, are often denied critical opportunities for engagement in robust sensemaking due to deficit-based perspectives and linguistic hierarchies. To advance equity, it is important to recognize all youth as epistemic agents and facilitate opportunities to take on intellectual positions. Drawing on…
Descriptors: Monolingualism, Science Instruction, Multilingualism, Equal Education
Responsive Instructional Design for Students' Epistemic Agency: Documenting Episodes of Principled Improvisation in Storyline Enactment
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Cherbow, Kevin – Journal of Research in Science Teaching, 2023
Recent reforms in K-12 science education call for curricular materials that are designed to be "coherent for students." This form of coherence arises when the classroom community sees their science work as addressing their questions and problems. In enactment, the teacher sometimes has to improvise from the planned trajectory of the…
Descriptors: Instructional Design, Creative Activities, Educational Change, Science Education
A Comparative Study of the Effects of Two Teaching Strategies in an Activity-Centered Science Program on Middle School Students' Need-Affiliation and Teacher Dependency Behaviors.
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Vinelli, Jose L.; And Others – Journal of Research in Science Teaching, 1979
Studies the effects of student-structured (SSLS) and teacher-structured (TSLS) teaching strategies. SSLS students consistently exhibited lower frequencies of teacher dependency behaviors than TSLS students. Need affiliation results varied with the grade level of students. (MA)
Descriptors: Affiliation Need, Classroom Communication, Educational Research, Experiential Learning