Search for: All records

With increasing understanding of the inextricable connections between learners and the tools that facilitate their learning within complex social systems, new theoretical and methodological developments have emerged to allow us to explore the materiality in learning environments. Sociomateriality (Fenwick, 2015) urges us to consider the interdependence of social and material elements in learning. Rather than viewing classroom spaces and educational tools as static, inert material objects, sociomateriality posits them as capable of exerting force by the way they are acted on or by. This approach has the potential to help respond to the global crises by interrogating and recoupling learning and knowledge with networks and the power relationships inherent in all learning. To this end, this symposium aims to bring researchers together around a common theme of unpacking how sociomateriality might be used as a theoretical foundation or analytical approach for Learning Sciences research. 

Learning to teach is a culturally situated activity. As teachers learn, it is important to understand not only what teachers learn, but how they learn. This article describes a qualitative case study of a subset of four teachers’ learning during a professional development surrounding a plate tectonics curriculum. Using qualitative methods, this study tells the story of how the four teachers negotiated professional vision for science teaching around dilemmas that emerged throughout the professional development. By taking a sociocultural perspective on professional vision, researchers can gain insight into how and what teachers learn in professional develop- ment settings because it renders teacher learning complex and nuanced. Additionally, we argue negotiating professional vision parallels sensemak- ing. Sensemaking around science teaching includes grappling with epis- temic issues of science in addition to pedagogy and curriculum. Implications for science teacher education are discussed. Specifically, we argue learning to teach requires teachers to engage in conversations that create opportunities to “get somewhere” in relation to dilemmas they have about teaching. In this way, professional vision is an ongoing process of learning that has no endpoint or ideal articulation of teaching or science. Therefore, by framing professional vision as a process of learning we are able to push back on simplistic descriptions of teaching and science. 

Addressing equity issues in science education requires a reorientation to how science students are advised and how science, technology, engineering, and mathematics (STEM) education, particularly science, is viewed. STEM education is often figuratively described as a pipeline containing students who leak out before reaching the nexus of their STEM education/career journey. The authors of this paper argue that STEM education must be viewed from an ecosystems perspective, where students interact with one another, their physical environment and cultural contexts, and other humans who can support them in becoming STEM professionals. Within this STEM ecosystem, many individuals have a pivotal role in supporting students as they learn and develop within the science field. These individuals, particularly advisors, must possess knowledge, beliefs, skills, and dispositions that help students cultivate a sense of belonging, engage them in critical thinking about their academic and career choices, and aid their identity development in learning as becoming in STEM professions. The authors describe who these individuals are, the roles they play, and also provide practical examples, using vignettes, of how advisors can support students of color pursuing science degrees and careers. Finally, recognizing that students' STEM advising ecosystem operates at any grade level or stage of life, the authors have organized the descriptive portion of this study according to the following levels elementary, secondary, undergraduate, graduate, and career.