Pub Date : 2021-03-02DOI: 10.1080/07370008.2021.1887192
Zackery Reed, E. Lockwood
Abstract In this paper, we present data from two iterative teaching experiments involving students’ constructions of four basic counting problems. The teaching experiments were designed to leverage the generalizing activities of relating and extending to provide students with opportunities to reflect on initial combinatorial activity when constructing these formulas. We discuss three combinatorial ways of thinking that emerged from their work on this task and provide commentary on the interplay between the students’ generalizing activities and engagement in the emergent ways of thinking. We address the practical goals of identifying ways that students productively reason in combinatorics, and we provide a theoretical commentary on students’ reflection on activity as it occurs in the context of particular generalizing actions.
{"title":"Leveraging a Categorization Activity to Facilitate Productive Generalizing Activity and Combinatorial Thinking","authors":"Zackery Reed, E. Lockwood","doi":"10.1080/07370008.2021.1887192","DOIUrl":"https://doi.org/10.1080/07370008.2021.1887192","url":null,"abstract":"Abstract In this paper, we present data from two iterative teaching experiments involving students’ constructions of four basic counting problems. The teaching experiments were designed to leverage the generalizing activities of relating and extending to provide students with opportunities to reflect on initial combinatorial activity when constructing these formulas. We discuss three combinatorial ways of thinking that emerged from their work on this task and provide commentary on the interplay between the students’ generalizing activities and engagement in the emergent ways of thinking. We address the practical goals of identifying ways that students productively reason in combinatorics, and we provide a theoretical commentary on students’ reflection on activity as it occurs in the context of particular generalizing actions.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"409 - 450"},"PeriodicalIF":3.3,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2021.1887192","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47900289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-04DOI: 10.1080/07370008.2021.1880410
L. Jay
Abstract After three decades of scholarship describing why and how students ought to be taught to think historically, this study asks what happens when they are. Ten high school students from a school that incorporated historical thinking into all history coursework repeated the think-aloud task from Wineburg’s 1991 study of the cognitive processes underlying the evaluation of historical evidence, reading eight documents with conflicting accounts of the Battle of Lexington. As a cohort, these contemporary students corroborated, sourced, and contextualized more frequently than their 1991 counterparts, despite representing a greater range of overall academic ability. The increase in historical reading did not, however, unambiguously demonstrate a change in their historical thinking. Students tended to source using a binary rating of either reliable or unreliable, corroborate pairs of documents rather than consider how all eight documents in the set created a narrative, and rely upon their ability to recall content information to contextualize. Their performance suggests that they have learned the process of historical thinking without taking up the underlying epistemology. These less sophisticated reading moves raise questions about how well the predominant model for historical thinking in the United States inspires and reflects students’ epistemological growth and suggests that there may be a need to revisit how available professional development, educative materials, and research help educators teach historical thinking.
{"title":"Revisiting Lexington Green: Implications for Teaching Historical Thinking","authors":"L. Jay","doi":"10.1080/07370008.2021.1880410","DOIUrl":"https://doi.org/10.1080/07370008.2021.1880410","url":null,"abstract":"Abstract After three decades of scholarship describing why and how students ought to be taught to think historically, this study asks what happens when they are. Ten high school students from a school that incorporated historical thinking into all history coursework repeated the think-aloud task from Wineburg’s 1991 study of the cognitive processes underlying the evaluation of historical evidence, reading eight documents with conflicting accounts of the Battle of Lexington. As a cohort, these contemporary students corroborated, sourced, and contextualized more frequently than their 1991 counterparts, despite representing a greater range of overall academic ability. The increase in historical reading did not, however, unambiguously demonstrate a change in their historical thinking. Students tended to source using a binary rating of either reliable or unreliable, corroborate pairs of documents rather than consider how all eight documents in the set created a narrative, and rely upon their ability to recall content information to contextualize. Their performance suggests that they have learned the process of historical thinking without taking up the underlying epistemology. These less sophisticated reading moves raise questions about how well the predominant model for historical thinking in the United States inspires and reflects students’ epistemological growth and suggests that there may be a need to revisit how available professional development, educative materials, and research help educators teach historical thinking.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"306 - 327"},"PeriodicalIF":3.3,"publicationDate":"2021-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2021.1880410","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48592653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-08DOI: 10.1080/07370008.2020.1860052
Shirin Vossoughi, Natalie R. Davis, Ava Jackson, Ruben Echevarria, Arturo Munoz, Meg Escudé
Abstract This paper argues that the terms through which we interpret and work to develop expansive pedagogical practices are overly constrained by the binary of adult-centered versus child-centered education. Analyzing ethnographic data developed over three years in a making/tinkering afterschool program serving Black, Latinx, and Asian American students (K-5), we explicate and imagine beyond this binary by (1) analyzing key forms of pedagogical talk, listening, and embodied assistance that supported generative forms of learning and relationality and defied categorization as either adult- or child-centered; and (2) theorizing joint activity as a pedagogical practice by historicizing and unmooring the work of critical education from the perpetual negation of Western, adult-centered models, thereby creating distinct grounds for specifying the role of direct assistance and its salience for questions of educational dignity and justice. Taken together, we argue for a more complex view of when and how direct teaching can support meaningful learning, and further delineate the relationships between such teaching and a broader ethos of joint, intergenerational activity.
{"title":"Beyond the Binary of Adult Versus Child Centered Learning: Pedagogies of Joint Activity in the Context of Making","authors":"Shirin Vossoughi, Natalie R. Davis, Ava Jackson, Ruben Echevarria, Arturo Munoz, Meg Escudé","doi":"10.1080/07370008.2020.1860052","DOIUrl":"https://doi.org/10.1080/07370008.2020.1860052","url":null,"abstract":"Abstract This paper argues that the terms through which we interpret and work to develop expansive pedagogical practices are overly constrained by the binary of adult-centered versus child-centered education. Analyzing ethnographic data developed over three years in a making/tinkering afterschool program serving Black, Latinx, and Asian American students (K-5), we explicate and imagine beyond this binary by (1) analyzing key forms of pedagogical talk, listening, and embodied assistance that supported generative forms of learning and relationality and defied categorization as either adult- or child-centered; and (2) theorizing joint activity as a pedagogical practice by historicizing and unmooring the work of critical education from the perpetual negation of Western, adult-centered models, thereby creating distinct grounds for specifying the role of direct assistance and its salience for questions of educational dignity and justice. Taken together, we argue for a more complex view of when and how direct teaching can support meaningful learning, and further delineate the relationships between such teaching and a broader ethos of joint, intergenerational activity.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"211 - 241"},"PeriodicalIF":3.3,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1860052","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42975069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-30DOI: 10.1080/07370008.2020.1849218
Luis A. Leyva, Ruby Quea, Keith Weber, Dan Battey, D. Lopez
Abstract Undergraduate mathematics education can be experienced in discouraging and marginalizing ways among Black students, Latin* students, and white women. Precalculus and calculus courses, in particular, operate as gatekeepers that contribute to racialized and gendered attrition in persistence with mathematics coursework and pursuits in STEM (science, technology, engineering, and mathematics). However, student perceptions of instruction in these introductory mathematics courses have yet to be systematically examined as a contributor to such attrition. This paper presents findings from a study of 20 historically marginalized students’ perceptions of precalculus and calculus instruction to document features that they found discouraging and marginalizing. Our analysis revealed how students across different race-gender identities reported stereotyping as well as issues of representation in introductory mathematics classrooms and STEM fields as shaping their perceptions of instruction. These perceptions pointed to the operation of three racialized and gendered mechanisms in instruction: (i) creating differential opportunities for participation and support, (ii) limiting support from same-race, same-gender peers to manage negativity in instruction, and (iii) activating exclusionary ideas about who belongs in STEM fields. We draw on our findings to raise implications for research and practice in undergraduate mathematics education.
{"title":"Detailing Racialized and Gendered Mechanisms of Undergraduate Precalculus and Calculus Classroom Instruction","authors":"Luis A. Leyva, Ruby Quea, Keith Weber, Dan Battey, D. Lopez","doi":"10.1080/07370008.2020.1849218","DOIUrl":"https://doi.org/10.1080/07370008.2020.1849218","url":null,"abstract":"Abstract Undergraduate mathematics education can be experienced in discouraging and marginalizing ways among Black students, Latin* students, and white women. Precalculus and calculus courses, in particular, operate as gatekeepers that contribute to racialized and gendered attrition in persistence with mathematics coursework and pursuits in STEM (science, technology, engineering, and mathematics). However, student perceptions of instruction in these introductory mathematics courses have yet to be systematically examined as a contributor to such attrition. This paper presents findings from a study of 20 historically marginalized students’ perceptions of precalculus and calculus instruction to document features that they found discouraging and marginalizing. Our analysis revealed how students across different race-gender identities reported stereotyping as well as issues of representation in introductory mathematics classrooms and STEM fields as shaping their perceptions of instruction. These perceptions pointed to the operation of three racialized and gendered mechanisms in instruction: (i) creating differential opportunities for participation and support, (ii) limiting support from same-race, same-gender peers to manage negativity in instruction, and (iii) activating exclusionary ideas about who belongs in STEM fields. We draw on our findings to raise implications for research and practice in undergraduate mathematics education.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"1 - 34"},"PeriodicalIF":3.3,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1849218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47812285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.1080/07370008.2020.1832096
Amy D. Robertson, K. Gray, Clarissa E. Lovegren, Kathryn L. Killough, Scott T. Wenzinger
Abstract Responsive instruction—or instruction that foregrounds and takes up the disciplinary substance of student thinking—is both a hallmark of recent STEM education reforms and challenging to enact. This kind of instruction may be especially challenging in instructional contexts that mandate or rely on curriculum with set, structured learning trajectories for students. In this paper, we propose a new component of curricular knowledge—in particular, an understanding of the purposes of questions or sequences of questions in research-based instructional materials. We show that this kind of curricular knowledge supported the enactment of responsive instructional practices among one cohort of 14 undergraduate physics Learning Assistants, illustrating the relationship between curricular knowledge and responsive instruction. We document some of the key phases in and tools that supported the development of this cohort’s curricular knowledge, lending insight into how teacher educators might support the development of curricular knowledge in their own contexts.
{"title":"Curricular Knowledge as a Resource for Responsive Instruction: A Case Study","authors":"Amy D. Robertson, K. Gray, Clarissa E. Lovegren, Kathryn L. Killough, Scott T. Wenzinger","doi":"10.1080/07370008.2020.1832096","DOIUrl":"https://doi.org/10.1080/07370008.2020.1832096","url":null,"abstract":"Abstract Responsive instruction—or instruction that foregrounds and takes up the disciplinary substance of student thinking—is both a hallmark of recent STEM education reforms and challenging to enact. This kind of instruction may be especially challenging in instructional contexts that mandate or rely on curriculum with set, structured learning trajectories for students. In this paper, we propose a new component of curricular knowledge—in particular, an understanding of the purposes of questions or sequences of questions in research-based instructional materials. We show that this kind of curricular knowledge supported the enactment of responsive instructional practices among one cohort of 14 undergraduate physics Learning Assistants, illustrating the relationship between curricular knowledge and responsive instruction. We document some of the key phases in and tools that supported the development of this cohort’s curricular knowledge, lending insight into how teacher educators might support the development of curricular knowledge in their own contexts.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"149 - 180"},"PeriodicalIF":3.3,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1832096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49479825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-15DOI: 10.1080/07370008.2020.1828421
Daniel Morales‐Doyle, M. Varelas, David Segura, Marcela Bernal-Munera
Abstract This study examines the development of secondary preservice science teachers’ (PSTs’) sociopolitical understandings in the context of a yearlong, masters-level, justice-oriented teacher education program. It articulates a theoretical perspective regarding teachers’ conceptions of the work-of-teaching in terms of pedagogical and disciplinary commitments. These conceptions are ideological links between classroom practices and teachers’ understanding of the sociopolitical context of their work. Teachers’ conceptions include how they view their and their students’ agency to gain access to enabling structures or dissent against oppressive structures that contribute to inequity in science education. The embedded case study design with 10 PSTs draws on various data sources from three time periods, and several types of experiences, in the teacher education program. A focus on four cases illustrates how PSTs rearticulated ideological committments in ways that have direct implications for the development of their practice and also connections to the content areas they teach. One case reinforces that teachers may begin to reject deficit views and embrace their agency by learning about the ways in which racism structures society. Another case shows how PSTs’ political clarity may be pushed in the direction of understanding multiple forms of oppression as structural. Together, the four cases illuminate an ideological component to content area teaching, or content area considerations in teachers’ ideological committments. Science teachers may develop sophisticated views of their work by analyzing their disciplines and curriculum as structures that are subject to the same critiques levied against other social structures. While PSTs did not feel that justice-centered pedagogies were within their full reach at the end of the program, they moved from aiming to demonstrate to students the utility, value, and importance of content areas toward exploring the relevance of the content areas with students.
{"title":"Access, Dissent, Ethics, and Politics: Pre-service Teachers Negotiating Conceptions of the Work of Teaching Science for Equity","authors":"Daniel Morales‐Doyle, M. Varelas, David Segura, Marcela Bernal-Munera","doi":"10.1080/07370008.2020.1828421","DOIUrl":"https://doi.org/10.1080/07370008.2020.1828421","url":null,"abstract":"Abstract This study examines the development of secondary preservice science teachers’ (PSTs’) sociopolitical understandings in the context of a yearlong, masters-level, justice-oriented teacher education program. It articulates a theoretical perspective regarding teachers’ conceptions of the work-of-teaching in terms of pedagogical and disciplinary commitments. These conceptions are ideological links between classroom practices and teachers’ understanding of the sociopolitical context of their work. Teachers’ conceptions include how they view their and their students’ agency to gain access to enabling structures or dissent against oppressive structures that contribute to inequity in science education. The embedded case study design with 10 PSTs draws on various data sources from three time periods, and several types of experiences, in the teacher education program. A focus on four cases illustrates how PSTs rearticulated ideological committments in ways that have direct implications for the development of their practice and also connections to the content areas they teach. One case reinforces that teachers may begin to reject deficit views and embrace their agency by learning about the ways in which racism structures society. Another case shows how PSTs’ political clarity may be pushed in the direction of understanding multiple forms of oppression as structural. Together, the four cases illuminate an ideological component to content area teaching, or content area considerations in teachers’ ideological committments. Science teachers may develop sophisticated views of their work by analyzing their disciplines and curriculum as structures that are subject to the same critiques levied against other social structures. While PSTs did not feel that justice-centered pedagogies were within their full reach at the end of the program, they moved from aiming to demonstrate to students the utility, value, and importance of content areas toward exploring the relevance of the content areas with students.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"35 - 64"},"PeriodicalIF":3.3,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1828421","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48433475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-05DOI: 10.1080/07370008.2020.1825438
M. Takeuchi
Abstract This study critically examines how the geopolitical configuration of identities, through the medium of the institutionalized label of “English language learners,” can shape and constrain localized experiences for learners. An ethnographic video study was conducted in the context of a mathematics unit (“the transforming recess unit”) wherein learners conducted surveys, summarized data, and voiced the changes they hoped to see in the elementary school playground. Findings demonstrate both empowering and disempowering ways of mobilizing data and graphs, which are intertwined with multi-layered identities. Interactions in the classroom were nested in macro-level geopolitical configuration of identities that influenced labeled learners’ access to becoming “agents of change” who could voice their desired changes in school practices. Categorical and binary frameworks inscribed in mathematics curriculum served as a context for inheritance and reproduction of existing categories through student surveys and graphs. Implications are discussed toward disrupting and transforming taken-for-granted labeling and rigid institutionalized practices through which colonial representation of the Other can be co-constructed.
{"title":"Geopolitical Configuration of Identities and Learning: Othering through the Institutionalized Categorization of “English Language Learners”","authors":"M. Takeuchi","doi":"10.1080/07370008.2020.1825438","DOIUrl":"https://doi.org/10.1080/07370008.2020.1825438","url":null,"abstract":"Abstract This study critically examines how the geopolitical configuration of identities, through the medium of the institutionalized label of “English language learners,” can shape and constrain localized experiences for learners. An ethnographic video study was conducted in the context of a mathematics unit (“the transforming recess unit”) wherein learners conducted surveys, summarized data, and voiced the changes they hoped to see in the elementary school playground. Findings demonstrate both empowering and disempowering ways of mobilizing data and graphs, which are intertwined with multi-layered identities. Interactions in the classroom were nested in macro-level geopolitical configuration of identities that influenced labeled learners’ access to becoming “agents of change” who could voice their desired changes in school practices. Categorical and binary frameworks inscribed in mathematics curriculum served as a context for inheritance and reproduction of existing categories through student surveys and graphs. Implications are discussed toward disrupting and transforming taken-for-granted labeling and rigid institutionalized practices through which colonial representation of the Other can be co-constructed.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"85 - 112"},"PeriodicalIF":3.3,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1825438","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41582217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-21DOI: 10.1080/07370008.2020.1820506
N. Wilson
Abstract This paper presents two examples of production-centered, technology-mediated activities in a one-to-one laptop classroom, and examines how those activities supported vastly divergent forms of student agency and participation. As schools turn to large-scale technology programs, such as one-to-one initiatives, to overcome persistent educational and social inequalities, growing concerns over a widening participation gap in production-centered activities are calling on educators to forge new technology-mediated learning experiences that bridge students’ lived experiences and interests with educational content. The findings of this study, however, show that production-centered, technology-mediated activities may inadvertently stifle engagement and agency if they do not leverage students’ personal funds of knowledge in the co-construction of new educational practices or participation structures. Analyzed through the lenses of cultural historical activity theory and identities-in-practice, the paper follows Reggie, a high school senior and native Haitian who chronically disengaged from classroom activities, despite an interest and significant background knowledge in digital media production. Discussion centers on the ways in which classroom activities afforded opportunities for Reggie to leverage this knowledge, leading, in one case, to rule-based tensions that ended in the elimination of projects and student autonomy, and in the other, to a remarkable transformation of Reggie’s identity-in-practice, in which he helped to co-construct a new division of labor for achieving the object of activity. The paper ends with an argument for the consideration of coordinated changes to multiple elements of activity, and their implications on social practice as essential components of technology program design, and of framing participation-based digital education inequities.
{"title":"Examining the Impact of Systemic Tensions on Agency and Identity: The Multiple Positions of Reggie in Production-Centered, Technology-Mediated Activity","authors":"N. Wilson","doi":"10.1080/07370008.2020.1820506","DOIUrl":"https://doi.org/10.1080/07370008.2020.1820506","url":null,"abstract":"Abstract This paper presents two examples of production-centered, technology-mediated activities in a one-to-one laptop classroom, and examines how those activities supported vastly divergent forms of student agency and participation. As schools turn to large-scale technology programs, such as one-to-one initiatives, to overcome persistent educational and social inequalities, growing concerns over a widening participation gap in production-centered activities are calling on educators to forge new technology-mediated learning experiences that bridge students’ lived experiences and interests with educational content. The findings of this study, however, show that production-centered, technology-mediated activities may inadvertently stifle engagement and agency if they do not leverage students’ personal funds of knowledge in the co-construction of new educational practices or participation structures. Analyzed through the lenses of cultural historical activity theory and identities-in-practice, the paper follows Reggie, a high school senior and native Haitian who chronically disengaged from classroom activities, despite an interest and significant background knowledge in digital media production. Discussion centers on the ways in which classroom activities afforded opportunities for Reggie to leverage this knowledge, leading, in one case, to rule-based tensions that ended in the elimination of projects and student autonomy, and in the other, to a remarkable transformation of Reggie’s identity-in-practice, in which he helped to co-construct a new division of labor for achieving the object of activity. The paper ends with an argument for the consideration of coordinated changes to multiple elements of activity, and their implications on social practice as essential components of technology program design, and of framing participation-based digital education inequities.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"181 - 209"},"PeriodicalIF":3.3,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1820506","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46683026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Heterogeneity is fundamental to learning and when leveraged in instruction, can benefit racially minoritized children. However, finding ways to leverage heterogeneity toward disciplinary teaching is a formidable challenge and teachers can benefit from targeted support to recognize heterogeneity in STEM, and its relationship to race and racism in disciplinary teaching. These data draw from a nine-day professional development seminar for secondary teachers to promote heterogeneity in STEM learning (n = 12). Drawing on analyses of lesson plans developed by teachers during the seminar, and subsequent video analyses of small group discussions, we present a case of four teachers debating heterogeneity in science. The exchange is significant because it draws into relief the ideological and emotional terrain of disturbing the racial hierarchy in which Western Modern Science (WMS) is steeped, and its implications for the education of racially minoritized youth. In the focus interaction, a dynamic emerged where three teachers exalted WMS, while the fourth grappled with how cultural heterogeneity has or could matter to her science teaching. Drawing on the constructs of racial-ideological micro-contestation and racial microaggressions, this analysis illustrates three important dimensions to the design of professional learning for STEM teachers that center race: (1) how discipline-specific discussions can uniquely surface the latent racial and ideological meanings teachers associate with STEM; (2) the centrality of teachers’ storied knowledge in grappling with heterogeneity; and (3) the interplay of micro-contestation and microaggressions in understanding and anticipating the experiences of minoritized teachers when debating issues of race, disciplinarity, and teaching.
{"title":"Stories of Garlic, Butter, and Ceviche: Racial-Ideological Micro-Contestation and Microaggressions in Secondary STEM Professional Development","authors":"Tesha Sengupta-Irving, Jessica Tunney, Meghan Macias","doi":"10.1080/07370008.2020.1812612","DOIUrl":"https://doi.org/10.1080/07370008.2020.1812612","url":null,"abstract":"Abstract Heterogeneity is fundamental to learning and when leveraged in instruction, can benefit racially minoritized children. However, finding ways to leverage heterogeneity toward disciplinary teaching is a formidable challenge and teachers can benefit from targeted support to recognize heterogeneity in STEM, and its relationship to race and racism in disciplinary teaching. These data draw from a nine-day professional development seminar for secondary teachers to promote heterogeneity in STEM learning (n = 12). Drawing on analyses of lesson plans developed by teachers during the seminar, and subsequent video analyses of small group discussions, we present a case of four teachers debating heterogeneity in science. The exchange is significant because it draws into relief the ideological and emotional terrain of disturbing the racial hierarchy in which Western Modern Science (WMS) is steeped, and its implications for the education of racially minoritized youth. In the focus interaction, a dynamic emerged where three teachers exalted WMS, while the fourth grappled with how cultural heterogeneity has or could matter to her science teaching. Drawing on the constructs of racial-ideological micro-contestation and racial microaggressions, this analysis illustrates three important dimensions to the design of professional learning for STEM teachers that center race: (1) how discipline-specific discussions can uniquely surface the latent racial and ideological meanings teachers associate with STEM; (2) the centrality of teachers’ storied knowledge in grappling with heterogeneity; and (3) the interplay of micro-contestation and microaggressions in understanding and anticipating the experiences of minoritized teachers when debating issues of race, disciplinarity, and teaching.","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"39 1","pages":"65 - 84"},"PeriodicalIF":3.3,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07370008.2020.1812612","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49146637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-22DOI: 10.1080/07370008.2020.1792912
Alejandra J. Magana, Camilo Vieira, Hayden W. Fennell, Anindya Roy, M. Falk
Abstract Modeling is an important element of discovery and design processes because it can help individuals to comprehend and facilitate solutions to problems, mediate among mental and external representations, and off-load cognitive demands. However, engaging in model generation, comprehension, and transformation requires the orchestration of domain knowledge, meta-representational cknowledge, and various reasoning processes. This study aims to understand the interplay between domain knowledge, meta-representational knowledge, and students’ reasoning processes while engaging in modeling activity. Specifically, our goal is to investigate: (a) the types and quality of knowledge students used when performing modeling activities, and (b) the differences in types of knowledge used by students regarding their performance in a modeling and simulation challenge. Our qualitative analysis focused on verbal descriptions via a retrospective semi-structured interview and artifacts created by seventeen students after engaging in synthetic modeling activity. The resulting analysis reports overall quality for the types of domain and meta-representational knowledge that students used along with reasoning processes during synthetic modeling activity. The analysis also compared and contrasted the patterns of conceptual understanding and problem-solving skills between three groups, which differed in terms of modeling performance.
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