“... It Was a Terrible Mistake!”

Tournis, Anthony J.; Dipinto, Vito M.

doi:10.1021/bk-2020-1343.ch009

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…Although the conventional way of learning chemistry as a discipline is crucial for students to gain important concepts and skills, Furlan, et al (2007) believed that some personal and creative experiences may not only give students enjoyment in learning chemistry but also add to their ability to learn the subject. Tournis, et al (2020) described it as an excellent way to introduce complex phenomena in a simple, entertaining, and engaging package. Although the areas of creative and scientific writing come from different entities with different objectives, conventions, and language, integrating creative writing into science pedagogy is a promising and increasingly prevalent strategy (Gillen, et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

CHEMISTORY: Integration of Creative Story Writing in Understanding Chemical Elements in Online Learning

Lansangan¹,

Yoma²,

Yoma³

et al. 2021

KIMIKA

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This work presents a pedagogical exploration of Junior high school teachers in drawing an integration between creative writing and chemistry concepts in understanding the behavior of chemical elements as means of addressing the competencies of the Science and English learning areas in an online instructional delivery. Titled A SHORT CHEMISTORY, this paper explores the expected skills, challenges, and opportunities in the possibility of integrating the two disciplines as an innovative way of developing engagement and comprehension among learners in a remote platform. Results uncovered that the said interdisciplinary performance task was pedagogically possible despite the challenges encountered by the facilitators and the learners. Adequate foundational knowledge of the lesson and skills associated with the expected output for both teachers and students, and the need for purposeful interaction and collaboration, are identified as the essential skills expected to attain the objectives of the integration. Teachers found it challenging to see the seamless integration of the chemical element’s characteristics in the characters of the story through lack of depth of personification and time constraint. The integrated task paved the way for several opportunities for both teachers and students in terms of creativity, collaboration, and sense of fulfillment.

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Section: Introductionmentioning

confidence: 99%

CHEMISTORY: Integration of Creative Story Writing in Understanding Chemical Elements in Online Learning

Lansangan¹,

Yoma²,

Yoma³

et al. 2021

KIMIKA

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show abstract

“…Undergraduates in the course engaged in readings and activities focused on linguistic diversity and its relationship to science identity, prioritizing student voice to ensure meaning making, and the use of storytelling in science teaching. Storytelling has been shown to be a powerful tool for teaching and learning, and storylines are rapidly gaining popularity in developing NGSS aligned science curricula (Dutta et al, 2018;Next Generation Science Story Lines, n.d.;Reiser et al, 2021;Tournis & Dipinto, 2020). As a result, instructors had to both master a deeper understanding of pedagogical content knowledge in the sciences and fully understand their audience to effectively teach the children using these culturally responsive practices.…”

Section: The Stem Lab Approachmentioning

confidence: 99%

Exploring the Development of BIPOC Preservice Teacher’s Pedagogical Practices and Identity During a Linguistic and Equity Focused Science Teaching Practicum Course

Chan¹

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Growing a diverse STEM workforce requires that we train and recruit teachers of color into the STEM teaching field as role models and agents of change for our increasingly diverse student population in the United States. Using the overlapping frameworks of racial and science teacher identity development, I studied participant experiences and beliefs in a 15-week, science teaching practicum course for future science educators. Specifically, I examined shifts in identity in 20 prospective K-12 teachers with a focus on seven students who identified as Black, Indigenous and People of Color (BIPOC). The purpose of this study was to create an ethnographic account of how concepts of identity, biases, and linguistic diversity in science can be understood and addressed by undergraduate instructors in this context. Data was collected via in-depth interviews, reflections, lesson plans, and lesson observations and analyzed using a qualitative content analysis method.Findings indicated BIPOC students' identities as science teachers changed throughout the practicum course, from a sense of exclusion and difficulty, to a sense of success and belonging in teaching. Additionally, it was found that these future K-12 teachers developed more positive attitudes and explicit strategies toward the implementation of equity focused, linguistically diverse, inquiry-based science teaching, as a result of the course. Because science identity development is influential to learning and teaching, the results have significant implications for the design of teacher education programs and support of K-12 teachers in teaching science. Results indicated including early preparation in science teaching through the form of practicum-based learning can be beneficial in BIPOC science teacher preparation and identity development. v Acknowledgements I wish to thank my committee members Dr. Stephanie Sisk-Hilton, Dr. Lawrence Horvath and Dr. Maricel G. Santos for their guidance and support. They have been allies, mentors and critical colleagues as I navigated this academic journey. I continue my scholarship to honor the legacy of these amazing teacher educators. They bring joy and passion to the work they do every day and I aspire to do the same. I also want thank my best friend and husband Blas Craig Herrera, who is a fellow science educator. I do this work for him and our BIPOC colleagues. Transformative education happens when our fellow people of color are at the head of these classrooms, changing science and identity for our future generations. I wish to acknowledge my parents Peter and Anna Chan, and my daughters Kira and Cassidy Herrera for all their love and understanding. I work to honor their legacy, past and future. The collective love and support of these people and the greater community at SFSU made this possible. Lastly, I thank the thousands of past students who give me strength to fight for justice and equity in our classrooms and the motivation to continue to share our stories with the world. viTable of Contents Certification of Approval .

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“... It Was a Terrible Mistake!”

Cited by 2 publications

References 5 publications

CHEMISTORY: Integration of Creative Story Writing in Understanding Chemical Elements in Online Learning

CHEMISTORY: Integration of Creative Story Writing in Understanding Chemical Elements in Online Learning

Exploring the Development of BIPOC Preservice Teacher’s Pedagogical Practices and Identity During a Linguistic and Equity Focused Science Teaching Practicum Course

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