EMPOWER: Enacting Materials to Promote Ownership, Engagement, and Relevance
- PMID: 39015814
- PMCID: PMC11250894
- DOI: 10.22318/icls2024.997270
EMPOWER: Enacting Materials to Promote Ownership, Engagement, and Relevance
Abstract
Fostering locally relevant and community-centered forms of science learning that develop students' critical science agency problematizes a "one-size-fits-all" model of teacher learning; teachers must examine how community needs and resources, local inequities and justice issues, and curriculum materials can converge to design novel learning opportunities for science learners. This paper presents the core commitments of EMPOWER, a cross-institutional effort that aims to support teachers' sensemaking and adaptations of curriculum materials to promote student ownership, engagement, and relevance at multiple sites across the U.S.
Figures
References
-
- Basu SJ (2008). Powerful learners and critical agents: The goals of five urban Caribbean youth in a conceptual physics classroom. Science Education, 92(2), 252–277.
-
- Davis EA, & Krajcik JS (2005). Designing Educative Curriculum Materials to Promote Teacher Learning. Educational Researcher, 34(3), 3.
-
- Ko M-LM & Krist C (2019). Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching. Science Education, 103(4), 979–1010. 10.1002/sce.21511 - DOI
-
- Learning in Places Collaborative. (2022). Framework: Wonderings, “Should We”, and Investigation Questions in Field- Based Science. Bothell, Seattle, WA & Evanston, IL: Learning in Places.
-
- Morales-Doyle D. (2019). There is no equity in a vacuum: on the importance of historical, political, and moral considerations in science education. Cultural Studies of Science Education, 14(2), 485–491.
Grants and funding
LinkOut - more resources
Full Text Sources