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Editors contains: "Kyza, Eleni"

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  1. ; ; ; (, Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024)
    Lindgren, Robb; Asino, Tutaleni; Kyza, Eleni; Looi, CheeKit; Keifert, Teo; Suárez, Enrique (Ed.)
    Students need learning experiences that build capacities to agentively engage with issues challenging our world today. Teachers are often under-supported in endeavors to facilitate such learning experiences. Grounded in principles of consequential learning and expansive framing, this design-based research study sought to better understand the ways in which STEM teachers support students’ real work in the world as members of a school-based citizen science lab. Qualitative analysis of transcripts from teachers’ post-professional development and post-enactment interviews was used to characterize the ways teachers frame roles, goals, and community relationships intended to support students’ real work with real consequences. Findings illuminate ways teachers foster consequential STEM learning and suggest design principles for supporting teachers’ ongoing learning for and facilitation of real work with real consequences. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; (, Proceedings)
    Lindgren, Robb; Asino, Tutaleni; Kyza, Eleni; Looi, Chee-Kit; Keifert, Teo; Suárez, Enrique (Ed.)
    A limiting factor in school-based citizen science is teachers’ capacity to facilitate active student engagement in place-based inquiry practices. We extend Harris and colleagues’ student data interaction constructs of visibility, believability and meaningfulness using a design-based research approach to qualitatively examine professional development structures designed to enable teachers to foster students’ contributions as visible, believable, and meaningful. 
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    Accepted Manuscript Full Text Available