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Table of 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
References
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
References
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
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
References
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
References
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