How Teachers’ Knowledge of Curriculum Supports Partnering with Students in Their Science Learning

Penuel, William R.; Allen, Anna‐Ruth; Deverel-Rico, Clarissa; Singleton, Corinne; Pazera, Carol

doi:10.1080/1046560x.2023.2167508

Cited by 8 publications

(9 citation statements)

References 39 publications

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“…Studies have shown that underrepresented students of color felt pressured to conform to a standard of whiteness to achieve, or be perceived to achieve, academic success (Mills, 2020). Increasing peer support, as this project sought to do, and fostering a culture that values the different perspectives and assets the students bring to their learning may mitigate the aforementioned pressure to conform, increase a true sense of belongingness and contribute to knowledge‐making (Meador, 2018; Nivet, 2011; Penuel et al, 2024; Rodriguez, 2015).…”

Section: Discussionmentioning

confidence: 99%

The influence of relational, political, discursive, and structural dimensions of power on increasing equitable access to undergraduate research experiences

Friesen,

Cimetta

2024

J Res Sci Teach

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Attracting and retaining students in Science, Technology, Engineering, and Mathematics majors, particularly those who are underrepresented, is a national concern. While undergraduate research experiences have been shown to increase retention and engagement, inequities in access exacerbate disparities. Understanding what hinders or facilitates the implementation of undergraduate research experiences is crucial. Using semi‐structured interviews with the project leaders and document analysis, the findings from this project expose the relational, political, discursive, and structural power dimensions hindering or facilitating the integration of research experiences in undergraduate science courses. Revealing these barriers and opportunities will inform future initiatives, such as those focused on implementing course‐based research experiences.

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Section: Discussionmentioning

confidence: 99%

The influence of relational, political, discursive, and structural dimensions of power on increasing equitable access to undergraduate research experiences

Friesen,

Cimetta

2024

J Res Sci Teach

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“…Findings indicate that teacher supports embedded in curriculum materials promoted instructional shifts aligned with the vision of the Framework and the NGSS, helped teachers make sense of their own growth in teaching, and improved students' understanding of science. These studies provided the foundation for constructs currently in use to describe teacher professional learning, including teachers' knowledge of curriculum (Penuel et al, 2023), curriculum‐based professional learning (Short & Hirsh, 2020), and curriculum‐based PD (Lowell & McNeill, 2022). For example, Marco‐Bujosa et al (2016) examined how middle school science teachers planned for instruction utilizing the same reform‐oriented science curriculum and, specifically, how the teachers interpreted and learned about argumentation from the curriculum.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Second, the project enabled us to gain insights into professional learning as teachers were coparticipants in the development and implementation of our educative curriculum materials through design‐based research (Haas et al, 2021). Third, in the emerging literature, NGSS‐designed curriculum materials provide the basis for teacher professional learning and PD programs, hence constructs such as teachers' knowledge of curriculum (Penuel et al, 2023), curriculum‐based professional learning (Short & Hirsh, 2020), and curriculum‐based PD (Lowell & McNeill, 2022). Together, instructional shifts in science and language with MLs (Section 2) and teacher professional learning through curriculum development and implementation (Section 3), substantiated by the literature on PD (Section 4), provided the foundations for the development of our PD program (Section 5), which is the focus of this article.…”

Section: Introductionmentioning

confidence: 99%

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

2023

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As the vision in A Framework for K‐12 Science Education and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS‐designed curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this article is to propose our conceptual framework for PD programs that aligns with current reform efforts and is grounded in the mutually supportive nature of contemporary science and language instructional shifts. Specifically, we examine our previous NGSS‐designed curriculum development project with MLs and review the literature in science education and language education with MLs. Our conceptual framework for PD programs is grounded in the perspective of symmetry that teacher professional learning experiences should be symmetrical to the learning experiences we organize for students. Grounded in this perspective, our conceptual framework consists of three design principles that describe how PD programs can guide teachers to (a) develop an asset‐oriented view of MLs and instructional practices for recognizing and leveraging their assets, (b) integrate science and language in mutually supportive ways with MLs, and (c) develop more sophisticated instructional practices for integrating science and language with MLs over time. We describe contributions of our conceptual framework, which could generate a new research agenda and inform PD programs aimed at facilitating uptake of NGSS‐designed curriculum materials in linguistically diverse science classrooms.

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“…Some studies of teacher learning have discussed student hat as a potential contributor to supporting changes in teacher thinking (e.g., Lowell & McNeill, 2023). For example, Penuel et al (2023) studied the experiences of a group of teachers engaging in PD around new curricular materials and noted that student hat might have helped teachers understand the purposes behind routines and structures embedded in the curricular materials. Similarly, Reiser, Michaels, et al (2017) mentioned the idea that engaging teachers in “the same kind of knowledge building” (p. 294) that they expect from students can be powerful in supporting their learning.…”

Section: Defining the Student Hat In Teacher Professonal Developmentmentioning

confidence: 99%

The student hat in professional development: Building epistemic empathy to support teacher learning

Lowell

2023

Science Education

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Professional development (PD) can support science teachers to learn about instructional reforms, but more work needs to be done on broadening our understanding of how specific PD activities support teacher learning. One understudied PD activity is the student hat: when teachers engage in student learning activities while considering ideas, language, and feelings students might have to build their empathy for how student experience reform instruction. Little is known about if and how student hat activities support teacher learning. I conducted a single embedded case study of a 2.5‐day PD for middle school science teachers using the OpenSciEd curriculum. I interviewed 12 participants to understand how they perceived the student hat activities and analyzed 36 hours of PD video, focusing specifically on moments in which participants struggled to act in student hat, to gain insights on how it helped them to learn. Teachers found student hat difficult, but it helped them better understand science ideas, their students, and the instructional approach. These learning outcomes likely occurred because of two mechanisms: creating a safe environment to be wrong and building epistemic empathy with students. By allowing teachers to feel safe expressing confusion with content ideas, the student hat helped teachers to build their science understanding. Developing teachers' epistemic empathy for students helped them to understand how students might think and feel while engaging in reform instruction.

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How Teachers’ Knowledge of Curriculum Supports Partnering with Students in Their Science Learning

Cited by 8 publications

References 39 publications

The influence of relational, political, discursive, and structural dimensions of power on increasing equitable access to undergraduate research experiences

The influence of relational, political, discursive, and structural dimensions of power on increasing equitable access to undergraduate research experiences

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

The student hat in professional development: Building epistemic empathy to support teacher learning

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