Equity in STEM education research : advocating for equitable attention / Alberto J. Rodriguez, Regina L. Suriel, editors.

Format:

• Book

Contributor:

• Rodríguez, Alberto J., Prof.
• Suriel, Regina L.

Series:

• Sociocultural explorations of science education ; v. 26

Language:

English

Subjects (All):

• Science--Study and teaching--Research.
• Technology--Study and teaching--Research.
• Social justice and education.

Genre:

• Electronic books.

Physical Description:

1 online resource (208 pages)

Place of Publication:

Cham : Springer, 2022.

Summary:

This book focuses on the creative and transformative work of scholars who are advancing social justice through science/STEM education with limited resources. It draws attention to the significant body of work being conducted in various contexts so that readers could reflect and appreciate how much broader and transformative our impact could be if funding agencies, policy makers, and other researchers would widen their perspective and seek to promote social justice-driven scholarship. Public funding for STEM research on K-12 and teacher education that targets special populations is often limited and tends to favor mainstream research. This book contains case studies on innovative and promising STEM research with a focus on equity, diversity and social justice that are funded with limited or no public funding. It also presents anecdotes from authors in relation to their struggles in either securing funding for their reported study or seeking to publish its findings. This provides more context to the challenges of conducting non-mainstream research in science/STEM education. Most of the contributors are scholars of color and/or women conducting research with traditionally marginalized populations in science/STEM. Thus, this book offers an additional venue to share the voices of marginalized scholars and allies seeking to broaden our understanding of the challenges and successes of promoting equity, diversity, and social justice in various educational contexts.

Contents:

• Intro
• Contents
• Chapter 1: Contextualizing the Need for Supporting Social Justice-Driven Science/STEM Education Research
• References
• Chapter 2: Communicating with Objects: Supporting Translanguaging Practices of Emergent Bilingual Students During Scientific Modeling
• 2.1 Introduction
• 2.2 Theoretical Framework
• 2.2.1 A Vision for Equitable Science Education for Emergent Bilingual Students
• 2.2.2 Investigating and Communicating About the Natural World Through Science Artifacts
• 2.2.3 Translanguaging: Disrupting the Power Hierarchies that Separate Semiotic Resources
• 2.3 Methods
• 2.3.1 Designing a Learning Environment to Investigate Electricity
• 2.3.2 Context, Participants, and Curriculum
• 2.3.3 Data Collection and Retrospective Analyses
• 2.3.4 A Winding Funding Trajectory
• 2.4 Findings
• 2.4.1 Electric Flow: Electricity Moving Through a Wired DC Circuit
• 2.4.2 Electrical Resistance: How the Conductor's Geometry Regulates Electric Flow
• 2.5 Discussion and Implications
• 2.5.1 Affordances for Problematizing Conceptual Features of Electrical Phenomena
• 2.5.2 Affordances for Communicating About Electrical Phenomena
• 2.5.3 Science Artifacts Can Create Equitable Opportunities for Learning Science
• Chapter 3: Fostering Social Connectedness and Interest in Science Through the Use of a Sports Model
• 3.1 Literature Review
• 3.1.1 Educational Potential of Sports
• 3.1.2 Science Knowledge and Skills Development Through Sports
• 3.1.3 Student Social Gains Through Sports
• 3.1.4 Power, Privilege, and Identity in Sport Settings
• 3.2 Research Context
• 3.2.1 The Instructional Unit: Teaching Natural Selection and Adaptation Through Basketball
• 3.3 Data Collection and Analysis
• 3.4 Findings
• 3.4.1 More Enjoyable and Beneficial Science Learning Experiences
• 3.4.2 Opportunities to Foster Social Connections
• 3.4.3 Specific Impacts on Female Student Participants
• 3.5 Discussion
• 3.6 Limitations and Future Research
• 3.7 Data-Informed Development of the Biology Lessons Over Time
• 3.8 Conclusions
• Chapter 4: Science Teachers' Views on the Integration of Science and Language for Emergent Bilinguals in Grade Sixth Classrooms
• 4.1 Introduction
• 4.2 Theoretical Framework
• 4.3 Socioscientific Issues (SSI) in Science Education
• 4.4 Teachers' Views About Literacy Integration in Science
• 4.5 Teachers' Views About Emergent Bilingual Students
• 4.6 Methods
• 4.7 Settings and Participants
• 4.8 Researcher Perspectives
• 4.9 DISCUSS Curriculum
• 4.10 Data Collection and Analyses
• 4.11 Findings
• 4.11.1 Theme 1: Institutional Barriers Prevented the Integration of Language and Literacy Within Science Instruction
• 4.11.2 Theme 2: Teachers Were Not Prepared to Teach EBs and Need Support to Develop Asset-Based Views

Notes:

• 4.11.3 Theme 3: Teachers Vary in Their View of Responsibility for Integrating Language in Science Classrooms
• Online resource; title from PDF title page (SpringerLink, viewed September 19, 2022).

Other Format:

Print version: Rodriguez, Alberto J. Equity in STEM Education Research.

ISBN:

• 9783031081507
• 3031081501

OCLC:

1344158993

Access Restriction:

Restricted for use by site license.