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Title: Teachers’ Use of Resources for Equitable Integration of Computation in Science Classrooms
While computation is a crucial aspect of modern science, students rarely have opportunities to engage in such work. In this study, we designed a series of professional learning opportunities for 12 physics teachers to support their enactment of equitable computational pedagogies. We asked how and why teachers utilized two primary resources of the PLS when making decisions about computational pedagogies. We analyzed multiple data sources using lenses from a situative learning perspective to examine teachers’ critical pedagogical discourses. We discuss how teachers’ critical discourses shaped the way the resources were utilized when designing computational learning opportunities for their students and the implications for future equity-oriented computational professional learning opportunities for teachers.  more » « less
Award ID(s):
1741575
NSF-PAR ID:
10439270
Author(s) / Creator(s):
; ; ; ; ;
Editor(s):
Chinn, C.; Tan, E.; Chan, C.; Kali, Y.
Date Published:
Journal Name:
International Society of the Learning Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022
Page Range / eLocation ID:
905-008
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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