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Title: Expanding Preservice Teachers’ Conceptions of Science Teaching and Learning
To support students’ sense of belonging in science classrooms, K-12 teachers should recognize and appreciate learners’ diverse experiential, cultural, and linguistic repertoires as valuable resources for sensemaking in science. This approach to teaching necessarily entails expanding what has been traditionally considered as ontologically and epistemologically valid and valued in disciplinary learning spaces so that students’ diverse ways of thinking, talking, and feeling are honored and built upon, rather than dismissed. This study explores the emergence of such expansiveness in the context of STEM preservice teacher education. Using preservice teachers (PSTs)’ written reflections and in-class discussions, we identified different ways in which such expansiveness manifested in PSTs’ discourse. We end with some implications for supporting teachers’ expanding conceptions of science teaching and learning.  more » « less
Award ID(s):
1844453
PAR ID:
10517904
Author(s) / Creator(s):
; ;
Publisher / Repository:
International Society of the Learning Sciences
Date Published:
Journal Name:
Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023
Page Range / eLocation ID:
1482 to 1485
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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