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Curriculum and Social Inquiry Commons™
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Articles 1 - 4 of 4
Full-Text Articles in Curriculum and Social Inquiry
Child Science Identity Interview Guide And Protocol, Heidi Cian, Remy Dou
Child Science Identity Interview Guide And Protocol, Heidi Cian, Remy Dou
Department of Teaching and Learning
While many data collection tools exist to elicit how individuals think about prototypical STEM persons (e.g., the Draw-a-Scientist assessment), such tools fail to capture the nuance of how individuals think about STEM and STEM personhood and how those perceptions change according to context and “in real life”. We designed the Child Science Identity Interview Guide and Protocol to learn about how youth see everyday experiences as “STEM” (or a particular subfield) and think of themselves and those in their social orbits as STEM persons.
Stories Read And Told In An Antiracist Teaching Book Club, Jennifer Ervin, Madison Gannon
Stories Read And Told In An Antiracist Teaching Book Club, Jennifer Ervin, Madison Gannon
Journal of Educational Controversy
This manuscript explores the stories both read and told by graduate students and preservice teachers in an antiracist teaching book club. Thinking with critical and engaged pedagogy, the researchers use narrative inquiry to explore how the book club supported White female preservice teachers’ understandings of antiracist pedagogy in English language arts classrooms. The themes that the authors explore through these narratives include the ways that both teacher and student identities are at the forefront of enacting antiracist pedagogy, how teachers receive and seek support for implementing antiracist pedagogy, and what pedagogical decisions are needed when intentionally planning to engage with …
¿Quién Soy Yo? [Who Am I?]: Exploring Identity Through Analyzing Afro-Cuban Poetry And Creative Coding In A Post-Secondary Spanish Literature Classroom, F. Megumi Kivuva
¿Quién Soy Yo? [Who Am I?]: Exploring Identity Through Analyzing Afro-Cuban Poetry And Creative Coding In A Post-Secondary Spanish Literature Classroom, F. Megumi Kivuva
Senior Projects Spring 2022
With efforts to broaden participation in computing by integrating CS education into humanities and developing more critical pedagogy, this research focuses on teaching computing in a post-secondary Spanish literature class through analyzing Afro-Cuban poetry. Its goal was to evaluate how participants may use Twine to reflect on Afro-Cuban poetry and their own identities. A group of 5 participants, one professor, and five students, learned how to use Twine to create interactive narratives reflecting on “El apellido,” a poem by Afro-Cuban poet Nicolás Guillén. Through analyzing researcher notes, participants’ projects, post-workshop surveys, and interviews, the research revealed that students were able …
Learning Mathematics While Black In Rural Appalachia: Black Students' Counterstories And Freedom Dreams About Mathematics Education, Sean P. Freeland
Learning Mathematics While Black In Rural Appalachia: Black Students' Counterstories And Freedom Dreams About Mathematics Education, Sean P. Freeland
Graduate Theses, Dissertations, and Problem Reports
This dissertation aims to illuminate and uncover the experiences of Black students’ learning mathematics in rural Appalachia and specifically West Virginia. The focal theory for this study is Critical Race Theory (CRT) which centers the experience of Black students and their voices. The intersection of race, mathematics education, and the context of rural Appalachia contribute to the analysis of these experiences in specific ways. Participants for this study included six Black high school students from various communities throughout West Virginia. Through interviews and mathematical autobiographies, these students shared their experiences learning mathematics across their schooling experiences and also considering their …