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ILETES: Informal Learning Environments and Teacher Educa9on for STEM Early Career Research Award AISL#1254075 Jennifer D. Adams, Brooklyn College and The Graduate Center, CUNY OVERVIEW This Early CAREER project is an integrated research and educa8on project that focuses on formal/informal collabora8ons and ac8vi8es for STEM teacher educa8on. This poster presents a) quan8ta8ve survey findings based on ini8al theore8cal framework and b) emerging qualita8ve findings of 1.5 years of an ongoing dialogue between a group of new teachers who engaged in dialogues and shared teaching ar8facts in rela8on to classroom science teaching and learning and informal science learning and expanded framework on teacher learning and iden8ty. The central ques8ons that guide the laIer are 1) how do teachers define informal science educa8on and 2) how do they enact their defini8ons in their teaching prac8ce? First the defini8ons of formal, informal, nonformal learning are revisited, then using a framework of iden8ty, agency, and learning to teach teachers’ experiences were restoried into narra8ves that describe how teachers defined and adapted informal science learning in their classrooms and used their no8ons of ISE to create equitable learning experiences for their students. Formal, Informal and Nonformal learning defini9ons: There are elements of F, IF, and NF (Mocker & Spear, 1982) in all learning contexts and when a]emp9ng to make the dis9nc9on important to understand aspects and interrela9onships of the learning approaches as situated in the contexts in which they occur (Colley, Hodkinson & Malcolm, 2002) F The learner decides neither the learning objec8ves nor approach. This largely defines K-12 learning and university degree programs and cer8fica8on. IF The objec8ves are predetermined, however the learner’s approach is self-directed, this would probably describe most visitor’s experiences in informal science ins8tu8ons. NF The learner determines the learning objec8ves and approach. This describes the learning that happens through everyday conversa8ons and ac8vi8es and is oSen closely related to learners’ cultures and communi8es. Phase 2: ILETES Teacher mee9ng: Collabora9ve Teacher Inquiry around Informal Science Learning and Science Teaching in Urban Classrooms A group of 10 new teachers were recruited to meet bi-for about 1.5 hours each over the course of 1.5 academic years. They shared ar8facts of their teaching (student work, lesson plans, ideas, pictures and digital video recordings of their teaching enactments) for group analysis and discussion. Mee8ngs were also digitally recorded for later analysis. Two methodologies were used to inform the data analysis: narra8ve analysis and grounded theory (Charmaz, 2005; Strauss & Corbin, 1998). The analysis of narra8ves (Polkinghorne, 1995) informed the trajectories of teacher iden8ty-development including how they nego8ate the different contexts and ins8tu8ons in which they learn to teach and ul8mately do teach. The process of restorying, i.e. “reorganizing the narra8ves into some general type of framework” (Creswell 2007, p. 56) was used to determine how teacher iden8ty develops across learning-to-teach contexts with a par8cular aIen8on to the role of the informal science learning experiences in their teaching prac8ce. THEORETICAL FRAMEWORK Teacher agency and iden-ty in rela-on to self, place, prac-ce. A framework that describes iden8ty, agency, and learning to teach is salient for understanding the rela8onship between informal science learning and classroom teacher iden8ty. Through the process of learning to teach, a teacher develops iden8ty in rela8on to both the learning contexts and interac8ons with others in these contexts. Teachers enter professional learning with no8ons of what it means to teach and be a teacher and shape these no8ons based on the contexts in which the they learn to teach and enact teaching and in rela8on to others (students, colleagues, administrators, etc.) throughout a career. Through this process they develop agency in teaching; that is learning and knowing which resources to use, when, and why to teach these students. Defining teacher iden8ty as “the ways in which a teacher represents herself through her views, orienta8ons, actudes, emo8ons, understandings, and knowledge and beliefs about science teaching and learning” (Avraamidou 2014, p. 826) allows us move beyond what is learned to focus more on the contexts in which the learner engages and allows us to ask ques8ons about who a teacher is and what does this means in terms of how she teaches (Beauchamp & Thomas, 2011). In this sense, teacher iden8ty is not an end product, but rather an ongoing process teaching and learning about self, others, resources, places, and prac8ces in different contexts, and who were are in rela8on to others, “iden88es are the part of self that are defined by the different posi8ons we hold in society” (Varelas 2012, p. 3). Iden-ty and Agency Agency is belief that the self is capable of effec8ve science teaching. This means making the right pedagogical decisions, adap8ng and using different resources to meet those pedagogical decisions, and having confidence in science content knowledge and engaging students in science learning. Through the process of learning, one gains capacity in these skills and begins to develop an iden8ty associated with competence in those skills. Depending on the learning contexts and one’s self-percep8on in rela8on to others, one starts to define themselves as “kind” of teacher, whether it is inquiry-based, hands-on, fun, hard, strict, etc. Important to developing agency and a corresponding iden8ty is being able to access and appropriate affordances available to be an effec8ve teacher (Adams & Gupta, 2015). Affordances include physical and intellectual resources, prac8ces, social and professional networks and other resources that shape and enable teaching and learning. Through agency, teachers appropriate and adapt affordances available or, in a polyphonic bricolage (Schmidt, 2008), create new resources from exis8ng ones in order to create or maintain a par8cular teaching iden8ty. Agency allows one to transform how one uses affordances within and across secngs to expand and transform science teaching and learning opportuni8es available. Quan9ta9ve Results: PaIerns in the survey responses indicate that ILE educated teachers a)have posi8ve percep8ons of students as learners, b) are oriented towards “construc8vist” teaching and experiences that afford equitable science- learning, c) seek out-of-classroom learning experiences for students and, d) have hands-on oriented classrooms. Significant linkages (ranging from small to large) adhering to Cohen’s Coefficient of Determina8on Guidelines (1988) were found between the teacher’s ILE experiences and their instruc8onal prac8ces as measured by. Alumni from both programs have implemented the resources they gained from their ILE experiences into current curricula, including lesson planning and replica8on of ILE field trips for their students as well turn-keyed their exper8se of ILE project-based assessments to their students who now produce their own ILE project-based assessments. Significant linkages were found between the teacher’s actude towards their ILE experiences and their philosophical and instruc8onal behavior as measured by a Likert Scale: Agree/Disagree. Alumni from both programs strongly advocate ILE experiences for their students for several reasons: both their content knowledge and the content knowledge of their students increased as a direct result of these experiences and implementa8on of ILE resources into curriculum; teachers believe that ESL/ELL’s (including special needs) will greatly benefit academically from these experiences. Similarly as a direct result of their ILE experiences, alumni from both programs have changed their instruc8onal methodology and now advocate the construc8vist approach in addi8on to the inquiry approach for leaning science. Both groups also advocate the need for addi8onal funding for ILE experiences. PHASE 1 QUANTITATIVE DATA 69 K-12 teachers who currently teach in a large urban and are alumni from two university-based formal/informal programs for teacher educa8on. Forty-three (62%) female and 26 (38%) male; ages span 6 decades with 60% 21 and 35 y.o.; 83% (n=57) have post graduate degrees varied content areas. Instruments The self-administered ques8onnaire used for the analyses was the Informal Learning Environment Survey, v.1 (Adams, O’Connor-Petruso & Miele, 2015). This survey instrument was pilot tested and has a strong Cronbach's alpha reliability coefficient of .955. The survey consists of 60 ques8ons and is divided into five parts: Part I) Demographics, Part II) Programs, Part III) Frequencies (which measure the teacher’s “behaviors and prac8ces”), Part IV) Actude (which measure the “teacher’s percep8ons of courses that were beneficial and mo8va8ng”), Part V) Teacher Iden8ty (which again measures the teacher’s “beliefs”), Part V) Mo8va8on, and Part VI) Open-Ended Ques8on. Procedure: All par8cipants were asked to take the online survey located at hIp:// globalskillsstudies.org. Data were collected over a five-week period. Analysis The research data were analyzed using IBM's PASW (Predic8ve Analy8cs SoSware), v. 22. Descrip8ve sta8s8cs and correla8ons were run to ascertain frequencies and linkages. Results are reported as well as paIerns among teacher iden8ty variables. • ISE as a way to get technical experience in an voca8onal- oriented school; focused on workforce development • Described hands-on ac8vi8es in rela8on to work-related skills • “Informal” also related to the spontaneous and unexpected learning experiences in the classroom • Views science as a way of expanding their experiences; adding enrichment to the standardized subjects. • Advocates for meaningful learning; resists administra8ve constraints • Meaningful learning equals hands on ac8vi8es and field trips • Aims for “learning to be spontaneous…[for] students to find that the work is interes8ng and want to learn more… ini8ate their own learning it is hard to accomplish in the classroom but it is what you should do… [crea8ng] lifelong learners.” • Strived to be “more informal” through hands on ac8vi8es and student choice. • Informal science learning means crea8ng a space where students could engage in science learning in different ways and at their own pace • Methodological; he carefully thinks about what he wants to accomplish and plans accordingly how he will afford his students self-direc8on and choice within the constraints of an assessment-based curriculum. ORCHESTRATOR STRIVER WORKFORCE DEVELOPER ADVOCATE Figure 1: “Archetypes” of ISL Teacher Iden88es. Not meant to essen8alize but to describe the different ways teachers present themselves in rela8on to ISL in the classroom. OVERARCHING THEMES • Teachers appropriated different aspects of informal science learning and enacted them in their teaching in ways that they saw best met their students’ needs as learners and resonated with their iden88es as educators. • The defini8ons of F, IF, and NF, as they play out in the lives of teachers do not fall neatly into matrix of learner objec8ve and approach, but rather converge and overlap in salient ways. • Teachers developed iden88es and corresponding agencies that related to how they defined, adapted, and used ISE resources in their classrooms. • Common themes across teachers were: • Hands-on ac8vi8es • Self-directed learning • Field trips • Problem-based learning • Advocacy for meaningful science • ISE as a way of expanding students’ experiences with science • Novelty and crea8vity in teaching enactments • However, the degree to which teachers enacted these aspects and the learning experiences created based on these no8ons presented very differently depending on the “kind” of teacher—the role that the teachers viewed themselves in rela8on to their students. SUMMARY • In order to help all learners achieve science literacy, it is important to teach teachers how to create equitable learning environments in their classroom and how to appropriate resources beyond the classroom for science learning. • Teachers will adapt ISE resources according to the choices they make as teachers, their own experiences with teaching and the role in which they find themselves vis-à-vis their students. • Teachers “voiced” their pedagogy in different, yet meaningful ways that were different from established descrip8ons of informal science learning. IMPLICATIONS • It is necessary to begin to think differently about the rela8onship between informal science learning and teacher iden8ty; moving from teaching teachers to use resources towards thinking about how the help teachers appropriate and adapt resources to meet students’ needs thus crea8ng more opportuni8es for equitable science learning and • Thinking more about the meanings that teachers make of par8cular resources in rela8on to their iden88es and their self-perceived roles vis- à-vis their students. Selected References: Adams, J. D. & Gupta, P. (2015). Informal Science Ins8tu8ons And Learning To Teach: An Examina8on Of Iden8ty, Agency And Affordances. Journal of Research in Science Teaching, DOI: 10.1002/tea.21270 Avraamidou, L. (2014). Developing a reform-minded science teaching iden8ty: The role of informal science environments. Journal of Science Teacher Educa8on, 25, 823-843. Charmaz, K. (2005). Grounded theory in the 21 st Century: Applica8ons for advancing social jus8ce studies. In N. Denzin & Y. Lincoln (Eds.) The Sage handbook of qualita-ve research 3 rd edi-on. Thousand Oaks, CA: Sage Publica8ons. Colley, H., Hodkinson, P., & Malcolm, J., (2002). Non-formal learning: Mapping the conceptual terrain. Consulta8on Report, Leeds: University of Leeds Lifelong Learning Ins8tute. Also available in the Informal Educa8on Archives: hIp://www.Infed.org/archives/etexts/colley_informal_learning.htm Creswell, J. W. (2007). Qualita-ve inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publishers. Hofstein, A. & Rosenfeld, S. (1997). Bridging the gap between formal and informal science learning. Studies in Science Educa8on, 28, 87-112. Mocker, D. W., & Spear, G. E. (1982) "Lifelong Learning: Formal, Nonformal, Informal, and Self-Directed." Informa8on Series No. 241. Columbus: ERIC Clearinghouse on Adult, Career, and Voca8onal Educa8on, The Na8onal Center for Research in Voca8onal Educa8on, The Ohio State University(ERIC Document Reproduc8on Service No. ED 220 723). Contact: [email protected]

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Page 1: ILETES: Informal Learning Environments and Teacher ...A framework that describes iden8ty, agency, and learning to teach is salient for understanding the relaonship between informal

ILETES:InformalLearningEnvironmentsandTeacherEduca9onforSTEMEarlyCareerResearchAwardAISL#1254075

JenniferD.Adams,BrooklynCollegeandTheGraduateCenter,CUNY

OVERVIEWThisEarlyCAREERprojectisanintegratedresearchandeduca8onprojectthatfocusesonformal/informalcollabora8onsandac8vi8esforSTEMteachereduca8on.Thisposterpresentsa)quan8ta8vesurveyfindingsbasedonini8altheore8calframeworkandb)emergingqualita8vefindingsof1.5yearsofanongoingdialoguebetweenagroupofnewteacherswhoengagedindialoguesandsharedteachingar8factsinrela8ontoclassroomscienceteachingandlearningandinformalsciencelearningandexpandedframeworkonteacherlearningandiden8ty.Thecentralques8onsthatguidethelaIerare1)howdoteachersdefineinformalscienceeduca8onand2)howdotheyenacttheirdefini8onsintheirteachingprac8ce?Firstthedefini8onsofformal,informal,nonformallearningarerevisited,thenusingaframeworkofiden8ty,agency,andlearningtoteachteachers’experienceswererestoriedintonarra8vesthatdescribehowteachersdefinedandadaptedinformalsciencelearningintheirclassroomsandusedtheirno8onsofISEtocreateequitablelearningexperiencesfortheirstudents.

Formal,InformalandNonformallearningdefini9ons:ThereareelementsofF,IF,andNF(Mocker&Spear,1982)inalllearningcontextsandwhena]emp9ngtomakethedis9nc9onimportanttounderstandaspectsandinterrela9onshipsofthelearningapproachesassituatedinthecontextsinwhichtheyoccur(Colley,Hodkinson&Malcolm,2002)F Thelearnerdecidesneitherthelearningobjec8vesnorapproach.This

largelydefinesK-12learninganduniversitydegreeprogramsandcer8fica8on.

IF Theobjec8vesarepredetermined,howeverthelearner’sapproachisself-directed,thiswouldprobablydescribemostvisitor’sexperiencesininformalscienceins8tu8ons.

NF Thelearnerdeterminesthelearningobjec8vesandapproach.Thisdescribesthelearningthathappensthrougheverydayconversa8onsandac8vi8esandisoSencloselyrelatedtolearners’culturesandcommuni8es.

Phase2:ILETESTeachermee9ng:Collabora9veTeacherInquiryaroundInformalScienceLearningandScienceTeachinginUrbanClassrooms

Agroupof10newteacherswererecruitedtomeetbi-forabout1.5hourseachoverthecourseof1.5academicyears.Theysharedar8factsoftheirteaching(studentwork,lessonplans,ideas,picturesanddigitalvideorecordingsoftheirteachingenactments)forgroupanalysisanddiscussion.Mee8ngswerealsodigitallyrecordedforlateranalysis.Twomethodologieswereusedtoinformthedataanalysis:narra8veanalysisandgroundedtheory(Charmaz,2005;Strauss&Corbin,1998).Theanalysisofnarra8ves(Polkinghorne,1995)informedthetrajectoriesofteacheriden8ty-developmentincludinghowtheynego8atethedifferentcontextsandins8tu8onsinwhichtheylearntoteachandul8matelydoteach.Theprocessofrestorying,i.e.“reorganizingthenarra8vesintosomegeneraltypeofframework”(Creswell2007,p.56)wasusedtodeterminehowteacheriden8tydevelopsacrosslearning-to-teachcontextswithapar8cularaIen8ontotheroleoftheinformalsciencelearningexperiencesintheirteachingprac8ce.THEORETICALFRAMEWORKTeacheragencyandiden-tyinrela-ontoself,place,prac-ce.Aframeworkthatdescribesiden8ty,agency,andlearningtoteachissalientforunderstandingtherela8onshipbetweeninformalsciencelearningandclassroomteacheriden8ty.Throughtheprocessoflearningtoteach,ateacherdevelopsiden8tyinrela8ontoboththelearningcontextsandinterac8onswithothersinthesecontexts.Teachersenterprofessionallearningwithno8onsofwhatitmeanstoteachandbeateacherandshapetheseno8onsbasedonthecontextsinwhichthetheylearntoteachandenactteachingandinrela8ontoothers(students,colleagues,administrators,etc.)throughoutacareer.Throughthisprocesstheydevelopagencyinteaching;thatislearningandknowingwhichresourcestouse,when,andwhytoteachthesestudents.Definingteacheriden8tyas“thewaysinwhichateacherrepresentsherselfthroughherviews,orienta8ons,actudes,emo8ons,understandings,andknowledgeandbeliefsaboutscienceteachingandlearning”(Avraamidou2014,p.826)allowsusmovebeyondwhatislearnedtofocusmoreonthecontextsinwhichthelearnerengagesandallowsustoaskques8onsaboutwhoateacherisandwhatdoesthismeansintermsofhowsheteaches(Beauchamp&Thomas,2011).Inthissense,teacheriden8tyisnotanendproduct,butratheranongoingprocessteachingandlearningaboutself,others,resources,places,andprac8cesindifferentcontexts,andwhowereareinrela8ontoothers,“iden88esarethepartofselfthataredefinedbythedifferentposi8onsweholdinsociety”(Varelas2012,p.3).Iden-tyandAgencyAgencyisbeliefthattheselfiscapableofeffec8vescienceteaching.Thismeansmakingtherightpedagogicaldecisions,adap8ngandusingdifferentresourcestomeetthosepedagogicaldecisions,andhavingconfidenceinsciencecontentknowledgeandengagingstudentsinsciencelearning.Throughtheprocessoflearning,onegainscapacityintheseskillsandbeginstodevelopaniden8tyassociatedwithcompetenceinthoseskills.Dependingonthelearningcontextsandone’sself-percep8oninrela8ontoothers,onestartstodefinethemselvesas“kind”ofteacher,whetheritisinquiry-based,hands-on,fun,hard,strict,etc.Importanttodevelopingagencyandacorrespondingiden8tyisbeingabletoaccessandappropriateaffordancesavailabletobeaneffec8veteacher(Adams&Gupta,2015).Affordancesincludephysicalandintellectualresources,prac8ces,socialandprofessionalnetworksandotherresourcesthatshapeandenableteachingandlearning.Throughagency,teachersappropriateandadaptaffordancesavailableor,inapolyphonicbricolage(Schmidt,2008),createnewresourcesfromexis8ngonesinordertocreateormaintainapar8cularteachingiden8ty.Agencyallowsonetotransformhowoneusesaffordanceswithinandacrosssecngstoexpandandtransformscienceteachingandlearningopportuni8esavailable.

Quan9ta9veResults:PaIernsinthesurveyresponsesindicatethatILEeducatedteachersa)haveposi8vepercep8onsofstudentsaslearners,b)areorientedtowards“construc8vist”teachingandexperiencesthataffordequitablescience-learning,c)seekout-of-classroomlearningexperiencesforstudentsand,d)havehands-onorientedclassrooms.Significantlinkages(rangingfromsmalltolarge)adheringtoCohen’sCoefficientofDetermina8onGuidelines(1988)werefoundbetweentheteacher’sILEexperiencesandtheirinstruc8onalprac8cesasmeasuredby.AlumnifrombothprogramshaveimplementedtheresourcestheygainedfromtheirILEexperiencesintocurrentcurricula,includinglessonplanningandreplica8onofILEfieldtripsfortheirstudentsaswellturn-keyedtheirexper8seofILEproject-basedassessmentstotheirstudentswhonowproducetheirownILEproject-basedassessments.Significantlinkageswerefoundbetweentheteacher’sactudetowardstheirILEexperiencesandtheirphilosophicalandinstruc8onalbehaviorasmeasuredbyaLikertScale:Agree/Disagree.AlumnifrombothprogramsstronglyadvocateILEexperiencesfortheirstudentsforseveralreasons:boththeircontentknowledgeandthecontentknowledgeoftheirstudentsincreasedasadirectresultoftheseexperiencesandimplementa8onofILEresourcesintocurriculum;teachersbelievethatESL/ELL’s(includingspecialneeds)willgreatlybenefitacademicallyfromtheseexperiences.SimilarlyasadirectresultoftheirILEexperiences,alumnifrombothprogramshavechangedtheirinstruc8onalmethodologyandnowadvocatetheconstruc8vistapproachinaddi8ontotheinquiryapproachforleaningscience.Bothgroupsalsoadvocatetheneedforaddi8onalfundingforILEexperiences.

PHASE1QUANTITATIVEDATA69K-12teacherswhocurrentlyteachinalargeurbanandarealumnifromtwouniversity-basedformal/informalprogramsforteachereduca8on.Forty-three(62%)femaleand26(38%)male;agesspan6decadeswith60%21and35y.o.;83%(n=57)havepostgraduatedegreesvariedcontentareas.InstrumentsTheself-administeredques8onnaireusedfortheanalyseswastheInformalLearningEnvironmentSurvey,v.1(Adams,O’Connor-Petruso&Miele,2015).ThissurveyinstrumentwaspilottestedandhasastrongCronbach'salphareliabilitycoefficientof.955.Thesurveyconsistsof60ques8onsandisdividedintofiveparts:PartI)Demographics,PartII)Programs,PartIII)Frequencies(whichmeasuretheteacher’s“behaviorsandprac8ces”),PartIV)Actude(whichmeasurethe“teacher’spercep8onsofcoursesthatwerebeneficialandmo8va8ng”),PartV)TeacherIden8ty(whichagainmeasurestheteacher’s“beliefs”),PartV)Mo8va8on,andPartVI)Open-EndedQues8on.Procedure:Allpar8cipantswereaskedtotaketheonlinesurveylocatedathIp://globalskillsstudies.org.Datawerecollectedoverafive-weekperiod.AnalysisTheresearchdatawereanalyzedusingIBM'sPASW(Predic8veAnaly8csSoSware),v.22.Descrip8vesta8s8csandcorrela8onswereruntoascertainfrequenciesandlinkages.ResultsarereportedaswellaspaIernsamongteacheriden8tyvariables.

•  ISEasawaytogettechnicalexperienceinanvoca8onal-orientedschool;focusedonworkforcedevelopment

• Describedhands-onac8vi8esinrela8ontowork-relatedskills

• “Informal”alsorelatedtothespontaneousandunexpectedlearningexperiencesintheclassroom

• Viewsscienceasawayofexpandingtheirexperiences;addingenrichmenttothestandardizedsubjects.

• Advocatesformeaningfullearning;resistsadministra8veconstraints

• Meaningfullearningequalshandsonac8vi8esandfieldtrips

• Aimsfor“learningtobespontaneous…[for]studentstofindthattheworkisinteres8ngandwanttolearnmore…ini8atetheirownlearningitishardtoaccomplishintheclassroombutitiswhatyoushoulddo…[crea8ng]lifelonglearners.”

• Strivedtobe“moreinformal”throughhandsonac8vi8esandstudentchoice.

•  Informalsciencelearningmeanscrea8ngaspacewherestudentscouldengageinsciencelearningindifferentwaysandattheirownpace

• Methodological;hecarefullythinksaboutwhathewantstoaccomplishandplansaccordinglyhowhewillaffordhisstudentsself-direc8onandchoicewithintheconstraintsofanassessment-basedcurriculum.

ORCHESTRATOR STRIVER

WORKFORCEDEVELOPERADVOCATE

Figure1:“Archetypes”ofISLTeacherIden88es.Notmeanttoessen8alizebuttodescribethedifferentwaysteacherspresentthemselvesinrela8ontoISLintheclassroom.

OVERARCHINGTHEMES•  Teachersappropriateddifferentaspectsofinformalsciencelearningand

enactedthemintheirteachinginwaysthattheysawbestmettheirstudents’needsaslearnersandresonatedwiththeiriden88esaseducators.

•  Thedefini8onsofF,IF,andNF,astheyplayoutinthelivesofteachersdonotfallneatlyintomatrixoflearnerobjec8veandapproach,butratherconvergeandoverlapinsalientways.

•  Teachersdevelopediden88esandcorrespondingagenciesthatrelatedtohowtheydefined,adapted,andusedISEresourcesintheirclassrooms.

•  Commonthemesacrossteacherswere:•  Hands-onac8vi8es•  Self-directedlearning•  Fieldtrips•  Problem-basedlearning•  Advocacyformeaningfulscience•  ISEasawayofexpandingstudents’experienceswith

science•  Noveltyandcrea8vityinteachingenactments

•  However,thedegreetowhichteachersenactedtheseaspectsandthelearningexperiencescreatedbasedontheseno8onspresentedverydifferentlydependingonthe“kind”ofteacher—therolethattheteachersviewedthemselvesinrela8ontotheirstudents.

SUMMARY•  Inordertohelpalllearnersachievescienceliteracy,itisimportantto

teachteachershowtocreateequitablelearningenvironmentsintheirclassroomandhowtoappropriateresourcesbeyondtheclassroomforsciencelearning.

•  TeacherswilladaptISEresourcesaccordingtothechoicestheymakeasteachers,theirownexperienceswithteachingandtheroleinwhichtheyfindthemselvesvis-à-vistheirstudents.

•  Teachers“voiced”theirpedagogyindifferent,yetmeaningfulwaysthatweredifferentfromestablisheddescrip8onsofinformalsciencelearning.

IMPLICATIONS•  Itisnecessarytobegintothinkdifferentlyabouttherela8onship

betweeninformalsciencelearningandteacheriden8ty;movingfromteachingteacherstouseresourcestowardsthinkingabouthowthehelpteachersappropriateandadaptresourcestomeetstudents’needsthuscrea8ngmoreopportuni8esforequitablesciencelearningand

•  Thinkingmoreaboutthemeaningsthatteachersmakeofpar8cularresourcesinrela8ontotheiriden88esandtheirself-perceivedrolesvis-à-vistheirstudents.

SelectedReferences:Adams,J.D.&Gupta,P.(2015).InformalScienceIns8tu8onsAndLearningToTeach:AnExamina8onOfIden8ty,AgencyAndAffordances.JournalofResearchinScienceTeaching,DOI:10.1002/tea.21270Avraamidou,L.(2014).Developingareform-mindedscienceteachingiden8ty:Theroleofinformalscienceenvironments.JournalofScienceTeacherEduca8on,25,823-843.Charmaz,K.(2005).Groundedtheoryinthe21stCentury:Applica8onsforadvancingsocialjus8cestudies.InN.Denzin&Y.Lincoln(Eds.)TheSagehandbookofqualita-veresearch3rdedi-on.ThousandOaks,CA:SagePublica8ons.Colley,H.,Hodkinson,P.,&Malcolm,J.,(2002).Non-formallearning:Mappingtheconceptualterrain.Consulta8onReport,Leeds:UniversityofLeedsLifelongLearningIns8tute.AlsoavailableintheInformalEduca8onArchives:hIp://www.Infed.org/archives/etexts/colley_informal_learning.htmCreswell,J.W.(2007).Qualita-veinquiryandresearchdesign:Choosingamongfiveapproaches.ThousandOaks,CA:SagePublishers.Hofstein,A.&Rosenfeld,S.(1997).Bridgingthegapbetweenformalandinformalsciencelearning.StudiesinScienceEduca8on,28,87-112.Mocker,D.W.,&Spear,G.E.(1982)"LifelongLearning:Formal,Nonformal,Informal,andSelf-Directed."Informa8onSeriesNo.241.Columbus:ERICClearinghouseonAdult,Career,andVoca8onalEduca8on,TheNa8onalCenterforResearchinVoca8onalEduca8on,TheOhioStateUniversity(ERICDocumentReproduc8onServiceNo.ED220723).

Contact:[email protected]

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