Navigating making space: Attending to multiple learning pathways in science learning

Adam Bell; Sarah Lee; Christa Haverly; Ashlyn Pierson; Danielle Keifert; Heather Johnson; Michelle Salgado; Soo Yean Shim; Christina Krist; Jasmine Nation; Hosun Kang

Navigating making space: Attending to multiple learning pathways in science learning

Adam Bell, Sarah Lee, Christa Haverly, Ashlyn Pierson, Danielle Keifert, Heather Johnson, Michelle Salgado, Soo Yean Shim, Christina Krist, Jasmine Nation, Hosun Kang

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

Session Abstract: Over the past decade, science education has been pushed to an inflection point. What was once a given of scalable standards-based science education is now being reimagined as adaptable models for teaching science through collaborative student-led sensemaking. This tension of supporting individual students' ways of knowing and being in coordination with canonical STEM practices has teachers caught between a paradigmatic binary. The field of the Learning Sciences provides comprehensive knowledge about the need for opening up diverse learning pathways in the classroom, yet little is discussed about what to do once those learning pathways are made visible. In this symposium, the authors consider how teachers “make space” for student contributions in classroom-based science education, and consequently, analyze what happens after it is made.

Original language	English (US)
Title of host publication	International Collaboration toward Educational Innovation for All
Subtitle of host publication	Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022
Editors	Clark Chinn, Edna Tan, Carol Chan, Yael Kali
Publisher	International Society of the Learning Sciences (ISLS)
Pages	1691-1698
Number of pages	8
ISBN (Electronic)	9781737330653
State	Published - 2022
Event	16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: Jun 6 2022 → Jun 10 2022

Publication series

Name	Proceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)	1814-9316

Conference

Conference	16th International Conference of the Learning Sciences, ICLS 2022
Country/Territory	Japan
City	Virtual, Online
Period	6/6/22 → 6/10/22

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Library availability

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Bell, A., Lee, S., Haverly, C., Pierson, A., Keifert, D., Johnson, H., Salgado, M., Shim, S. Y., Krist, C., Nation, J., & Kang, H. (2022). Navigating making space: Attending to multiple learning pathways in science learning. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 1691-1698). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).

Navigating making space: Attending to multiple learning pathways in science learning. / Bell, Adam; Lee, Sarah; Haverly, Christa et al.
International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. ed. / Clark Chinn; Edna Tan; Carol Chan; Yael Kali. International Society of the Learning Sciences (ISLS), 2022. p. 1691-1698 (Proceedings of International Conference of the Learning Sciences, ICLS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Bell, A, Lee, S, Haverly, C, Pierson, A, Keifert, D, Johnson, H, Salgado, M, Shim, SY, Krist, C, Nation, J & Kang, H 2022, Navigating making space: Attending to multiple learning pathways in science learning. in C Chinn, E Tan, C Chan & Y Kali (eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. Proceedings of International Conference of the Learning Sciences, ICLS, International Society of the Learning Sciences (ISLS), pp. 1691-1698, 16th International Conference of the Learning Sciences, ICLS 2022, Virtual, Online, Japan, 6/6/22.

Bell A, Lee S, Haverly C, Pierson A, Keifert D, Johnson H et al. Navigating making space: Attending to multiple learning pathways in science learning. In Chinn C, Tan E, Chan C, Kali Y, editors, International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. International Society of the Learning Sciences (ISLS). 2022. p. 1691-1698. (Proceedings of International Conference of the Learning Sciences, ICLS).

Bell, Adam ; Lee, Sarah ; Haverly, Christa et al. / Navigating making space : Attending to multiple learning pathways in science learning. International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. editor / Clark Chinn ; Edna Tan ; Carol Chan ; Yael Kali. International Society of the Learning Sciences (ISLS), 2022. pp. 1691-1698 (Proceedings of International Conference of the Learning Sciences, ICLS).

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title = "Navigating making space: Attending to multiple learning pathways in science learning",

abstract = "Session Abstract: Over the past decade, science education has been pushed to an inflection point. What was once a given of scalable standards-based science education is now being reimagined as adaptable models for teaching science through collaborative student-led sensemaking. This tension of supporting individual students' ways of knowing and being in coordination with canonical STEM practices has teachers caught between a paradigmatic binary. The field of the Learning Sciences provides comprehensive knowledge about the need for opening up diverse learning pathways in the classroom, yet little is discussed about what to do once those learning pathways are made visible. In this symposium, the authors consider how teachers “make space” for student contributions in classroom-based science education, and consequently, analyze what happens after it is made.",

author = "Adam Bell and Sarah Lee and Christa Haverly and Ashlyn Pierson and Danielle Keifert and Heather Johnson and Michelle Salgado and Shim, {Soo Yean} and Christina Krist and Jasmine Nation and Hosun Kang",

note = "The authors thank the James S. McDonnell Foundation (doi.org/10.37717/220020521); the University of Washington{\textquoteright}s Distinguished Doctoral Research award and Graduate School Top Scholarship award to Michelle Salgado; the University of Illinois{\textquoteright} Campus Research Board (Grant No. RB18139) and Bureau of Education Research{\textquoteright}s Hardie Faculty Fellows Program award to Christina Krist; and the National Science Foundation (Award 1846227). The authors{\textquoteright} views and findings are their own.; 16th International Conference of the Learning Sciences, ICLS 2022 ; Conference date: 06-06-2022 Through 10-06-2022",

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N1 - The authors thank the James S. McDonnell Foundation (doi.org/10.37717/220020521); the University of Washington’s Distinguished Doctoral Research award and Graduate School Top Scholarship award to Michelle Salgado; the University of Illinois’ Campus Research Board (Grant No. RB18139) and Bureau of Education Research’s Hardie Faculty Fellows Program award to Christina Krist; and the National Science Foundation (Award 1846227). The authors’ views and findings are their own.

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AB - Session Abstract: Over the past decade, science education has been pushed to an inflection point. What was once a given of scalable standards-based science education is now being reimagined as adaptable models for teaching science through collaborative student-led sensemaking. This tension of supporting individual students' ways of knowing and being in coordination with canonical STEM practices has teachers caught between a paradigmatic binary. The field of the Learning Sciences provides comprehensive knowledge about the need for opening up diverse learning pathways in the classroom, yet little is discussed about what to do once those learning pathways are made visible. In this symposium, the authors consider how teachers “make space” for student contributions in classroom-based science education, and consequently, analyze what happens after it is made.

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Navigating making space: Attending to multiple learning pathways in science learning

Abstract

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