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Creators/Authors contains: "Kang, Hosun"

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  1. Abstract

    Researchers and practitioners in the United States increasingly promote phenomena‐based instruction in science that supports the development of a coherent storyline throughout the unit. Questions aboutwhois constructing the science storyline andhowstill remain. Employing a qualitative ethnographic case study approach, we explore how three Latinx female students authentically contribute in their high school chemistry class and change the science storyline originally developed by the teacher. Data include over 950 min of video recordings, student artifacts, and interviews collected from a unit about reaction rate, which was contextualized by students' experiences with a local wildfire. The analysis points to three instructional moves that appear to play an important role in shifting the collective storyline: connecting to Latinx students' personal concerns, moving across multiple figured worlds, and recognizing students' epistemological contributions. Implications for supporting minoritized students are discussed.

     
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  2. These narratives explore what it might entail to begin school–university partnerships towards the goal of transformative social changes through the voices of two women scholars of color. Using two school–university partnerships as focal cases, we unpack the complexity, tensions, and possibilities that arise through collaborations driven by the objective to promote new and more just forms of science learning within public schools. In this article, we use three key dimensions of participatory design research (namely, critical historicity, power, and relationality) as analytical lenses through which to reflect upon school–university partnerships that we are in the beginning stages of forming. Through this methodology, we shed light on: (a) the historical genealogies of equity-oriented work and (b) the tensions that we encountered as we strived for beginning partnerships with K-12 schools. These narratives unveil the dynamic and contentious nature of forming school–university partnerships that always occurs within a sociopolitical landscape impacted by intersecting and powered identity markers, including those around race, gender, language, culture, and status. We provide specific recommendations for supporting education researchers who aspire to transform the learning of sciences at schools through a collaborative and sustainable partnership. These recommendations include ideas around how to collectively generate goals with schools centered on transformative science learning; attention to the role of language and race in shaping partnership role-remediation; and creating infrastructure for developing school–university partnerships toward transformative social changes, including financial, human and relational resources, as well as new forms of recognition systems. 
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  3. Abstract

    This study explores the role of unconventional forms of classroom assessments in expanding minoritized students' opportunities to learn (OTL) in high school physics classrooms. In this research + practice partnership project, high school physics teachers and researchers co‐designed a unit about momentum to expand minoritized students' meaningful OTL. Specifically, the unit was designed to (a) expand what it means to learn and be good at science using unconventional forms of assessment, (b) facilitate students to leverage everyday experiences, concerns, and home languages to do science, and (c) support teachers to facilitate meaningful dialogical interactions. The analysis focused on examining minoritized students' OTLs mediated by intentionally designed, curriculum‐embedded, unconventional forms of assessments. The participants were a total of 76 students in 11th or 12th grade. Data were gathered in the form of student assessment tasks, a science identity survey, and interviews. Data analysis entailed: (a) statistical analysis of student performance measured by conventional and unconventional assessments and (b) qualitative analysis of two Latinx students' experiences with the co‐designed curriculum and assessments. The findings suggest that the use of unconventional forms of curriculum‐embedded assessment can increase minoritized students' OTLifthe assessment facilitates minoritized students to personally and deeply relate themselves to academic tasks.

     
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  4. null (Ed.)
    This study intends to identify leverage points to increase Latinx high school students’ identification with STEM careers. We used multi-group structural equation modeling to analyze science identity survey data (N=1295) focusing on differences across race/ethnicity. Although Latinx students on average reported lower science activities participation and perception of science than their White and Asian American peers, the indirect effects from participation in science activities at home, school, and out-of-school consistently held for all racial/ethnic groups. Our findings suggest: (a) the importance of increasing Latinx students’ participation in science activities at home, science classrooms, and out-of-school programs, and (b) the need to strategically design the activities, including school science curricula, in ways that increase Latinx students’ self-perception in and with science. 
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  5. Abstract  
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  6. Abstract

    This study explores ways to support girls of color in forming their senses of selves in science, technology, engineering, and math (STEM) during the middle school years. Guided by social practice theory, we analyzed a large data set of survey responses (n = 1,821) collected at five middle schools in low‐income communities across four states in the United States. Analyses focus on the extent to which key constructs that inform girls’ development of senses of self and relations among those indicators of STEM identities varied by their race/ethnicity. Though the means of indicators sometimes varied across racial/ethnic groups, multigroup structural equation modeling analyses indicate no significant racial/ethnic differences in the relations of STEM identities, suggesting that similar supports would be equally effective for all girls during the middle school years. Girls’ self‐perception in relation to science was the strongest predictor of their identification with STEM‐related careers, and this self‐perception was positively and distinctively associated with their experiences with science at home, outside of school, and in school science classes. This study argues for strategically expanding girls’ experiences with science acrossmultiplesettings during middle school in a way that increases their positive self‐perception in and with STEM.

     
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