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“Because I Did What She Told Me To Do.” Understanding The Identity Work Of Elementary Students Of Color In The Science Classroom And How A Teacher’S Positionality Impacts Student Learning, Terrance Burgess
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This study examines how a classroom of elementary students of color constructed their science identities at a time in which the Next Generation Science Standards were taking root within their school’s science program. While the standards were developed under the paradigm of science being representative of a body of knowledge informed by student experiences, this study chronicles how elementary students reconciled their multiple identities (as a student, a person of color, and a scientist—their identity work) within the bounds of their classroom and community. In addition, the teacher’s positionality and the curriculum materials were studied to understand how they tended …
Describing Students' Talk About Physical Science Phenomena Outside And Inside The Classroom: A Case Of Secondary School Students From Maragoli, Western Region Of Kenya, Grace Nyandiwa Orado
Describing Students' Talk About Physical Science Phenomena Outside And Inside The Classroom: A Case Of Secondary School Students From Maragoli, Western Region Of Kenya, Grace Nyandiwa Orado
Dissertations - ALL
Because of cultural and linguistic influences on science learning involving students from diverse cultural and linguistic backgrounds, calls have been made for teachers to enact teaching that is sensitive to these students' backgrounds. However, most of the research involving such students has tended to focus on students at elementary grade levels from predominantly two linguistic backgrounds, Hispanic and Haitian Creole, learning science concepts mainly in the life sciences. Also, most of the studies examined classroom interactions between teachers and the students and among students. Not much attention had been paid to how students talk about ideas inherent in scientific phenomena …