國立虎尾科技大學 |

What Do You Notice? What Do You Wonder? A Mixed-Methods Investigation Into Community Science Data Talks.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	What Do You Notice? What Do You Wonder? A Mixed-Methods Investigation Into Community Science Data Talks./
作者:	Herrick, Imogen Rose Neilson.
面頁冊數:	1 online resource (237 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-06, Section: B.
Contained By:	Dissertations Abstracts International85-06B.
標題:	Climate change. -
電子資源:	click for full text (PQDT)
ISBN:	9798381168402

What Do You Notice? What Do You Wonder? A Mixed-Methods Investigation Into Community Science Data Talks.
Herrick, Imogen Rose Neilson.

What Do You Notice? What Do You Wonder? A Mixed-Methods Investigation Into Community Science Data Talks. - 1 online resource (237 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: B.

Thesis (Ph.D.)--University of Southern California, 2023.

Includes bibliographical references

As social, racial, and environmental justice topics dominate national conversations, STEM teachers must provide learning opportunities that support students to make sense of these problems and co-construct hope for their futures (Calabrese-Barton et al., 2020; Ojala, 2012). Thinking about how teachers can begin to transform their classrooms into places where discussions about inequity, power, environmental justice, and STEM are commonplace, requires the design of innovative opportunities for youth to engage critically with STEM content and acquire skills to transform their current realities and hoped-for future (e.g., Calabrese Barton et al., 2020; Ladson-Billings, 1995; Morales-Doyle, 2017; Rubel, 2017). This dissertation is framed around a potential innovative STEM classroom discourse routine, Community Science Data Talks (CSDTs). The purpose of this study was to examine the potential of CDSTs as a tool for teachers and students to co-construct the learning environment to discuss and learn about local environmental justice issues. The main objective of this study was to investigate if CSDTs could over time stretch teachers' visions of classroom learning and expand students' experiences with local science.This design-based convergent parallel mixed methods case study compares two classrooms in different contexts (i.e., privileged and underserved) to understand what is possible when teachers and students engage in CSDTs. The findings indicate that students across contexts became more proficient in STEM disciplinary practices, had a transformative experiences (e.g., Pugh, 2011), and constructed hope for their futures (e.g., Ojala, 2012). Students constructed hope through different pathways depending on their context. Additionally, the small-scale practice of CSDTs supported teachers in both contexts to experience moments of bearing witness that stretched their pedagogical visions in justice-oriented ways (Hansen, 2017). Overall, these findings indicate that CSDTs are a small-scale justice-centered STEM routine that can provide access for teachers and students to begin working in more transformative ways together (Calabrese Barton et al., 2020; Morales-Doyle, 2017).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381168402Subjects--Topical Terms:

1009004
Climate change.
Subjects--Index Terms:

STEM teachersIndex Terms--Genre/Form:

554714
Electronic books.

What Do You Notice? What Do You Wonder? A Mixed-Methods Investigation Into Community Science Data Talks.
LDR:03666ntm a22004217 4500 001 1144663
005 20240611104332.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798381168402
035 $a (MiAaPQ)AAI30816396
035 $a AAI30816396
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Herrick, Imogen Rose Neilson. $3 1469769
245 1 0 $a What Do You Notice? What Do You Wonder? A Mixed-Methods Investigation Into Community Science Data Talks.
264 0 $c 2023
300 $a 1 online resource (237 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-06, Section: B.
500 $a Advisor: Sinatra, Gale.
502 $a Thesis (Ph.D.)--University of Southern California, 2023.
504 $a Includes bibliographical references
520 $a As social, racial, and environmental justice topics dominate national conversations, STEM teachers must provide learning opportunities that support students to make sense of these problems and co-construct hope for their futures (Calabrese-Barton et al., 2020; Ojala, 2012). Thinking about how teachers can begin to transform their classrooms into places where discussions about inequity, power, environmental justice, and STEM are commonplace, requires the design of innovative opportunities for youth to engage critically with STEM content and acquire skills to transform their current realities and hoped-for future (e.g., Calabrese Barton et al., 2020; Ladson-Billings, 1995; Morales-Doyle, 2017; Rubel, 2017). This dissertation is framed around a potential innovative STEM classroom discourse routine, Community Science Data Talks (CSDTs). The purpose of this study was to examine the potential of CDSTs as a tool for teachers and students to co-construct the learning environment to discuss and learn about local environmental justice issues. The main objective of this study was to investigate if CSDTs could over time stretch teachers' visions of classroom learning and expand students' experiences with local science.This design-based convergent parallel mixed methods case study compares two classrooms in different contexts (i.e., privileged and underserved) to understand what is possible when teachers and students engage in CSDTs. The findings indicate that students across contexts became more proficient in STEM disciplinary practices, had a transformative experiences (e.g., Pugh, 2011), and constructed hope for their futures (e.g., Ojala, 2012). Students constructed hope through different pathways depending on their context. Additionally, the small-scale practice of CSDTs supported teachers in both contexts to experience moments of bearing witness that stretched their pedagogical visions in justice-oriented ways (Hansen, 2017). Overall, these findings indicate that CSDTs are a small-scale justice-centered STEM routine that can provide access for teachers and students to begin working in more transformative ways together (Calabrese Barton et al., 2020; Morales-Doyle, 2017).
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Climate change. $2 bicssc $3 1009004
650 4 $a Pedagogy. $3 1148703
650 4 $a Environmental justice. $3 573443
650 4 $a Environmental education. $3 580651
650 4 $a Science education. $3 1151737
653 $a STEM teachers
653 $a Community Science Data Talks
653 $a Transformative experiences
653 $a Local science
653 $a Students
655 7 $a Electronic books. $2 local $3 554714
690 $a 0714
690 $a 0442
690 $a 0456
690 $a 0404
690 $a 0619
710 2 $a University of Southern California. $b Education. $3 1188157
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-06B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30816396 $z click for full text (PQDT)