1 / 3

Engaging Science Learning Principles for Social Justice

Explore how learners engage in real, messy, and relevant science practices and language, emphasizing social justice. Recognize the value of learners' science practices and understandings, connecting new knowledge with prior experiences. Encourage collaborative learning, recognition of diverse resources, and bridging everyday talk with formal science discourse.

marny-mccoy
Download Presentation

Engaging Science Learning Principles for Social Justice

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning Principles of Get Real! Science • Learners learn science by participating in the “real,” messy & relevant practices and language of science as a culture. • Learners learn science in social situations first, in their own minds second. • Learners learn science by having their science (practices & understandings) recognized as valuable and correct. • Learning depends on language - opportunities to use, connect, engage, assimilate & accommodate. • Learners learn science by connecting new knowledge with prior experiences and knowledge.

  2. Learning Principles of Get Real! Science Learning science is about social justice. • Learners learn science by participating in the “real,” messy & relevant practices and language of science as a culture. • Learners learn science in social situations first, in their own minds second. • Learners learn science by having their science (practices & understandings) recognized as valuable and correct. • Learning depends on language - opportunities to use, connect, engage, assimilate & accommodate. • Learners learn science by connecting new knowledge with prior experiences and knowledge. Who gets to do this kind of science? How are learners encouraged to engage? Whose resources are valued? Whose languages are used? Whose prior knowledge matters?

  3. Implications for Doing Science Learning • Learners do science to learn science - and doing comes before formal language. • Kids need to collaborate in support of personal work • Learning needs to be “displayed” and recognized. • Kids need many chances to practice science talk and bridge everyday talk with formal science talk.

More Related