GRS Project Overviews – a work in progress

Hi All –

These are “first stabs” at describing each of our core projects -the program, its priorities and the research goals for the work.  After 3 focused revisions, we will publish them with accompanying “stuff” on our website.

The 3 revisions?  What are these you might ask:

  • April 14th at research group
  • Trade and improve by April 28th  (everyone takes a different one)
  • Original authors revise once more after April 28th meeting – adding any missing stuff

Alright, without further ado –

The following projects of the Get Real! Science research group share three overarching goals (first author: April):

(again first stab at these – would love to keep refining them)

  1. Developing and promoting student-centered and socially-just pedagogies
  2. Nurturing positive and critical science & science teacher identities
  3. Nurturing reflective, critical and agentic voice in science and science education toward a vision of social justice

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Get Real! Science Teacher Preparation: Professional Identity Development for Agents of Change in Science Education (first author: Michael)

Overview: The  Get Real! Science program is the Teacher Education program at the Warner School designed to prepare reform-minded science teachers and science educators to be informed and effective agents of change. Embedded in the program are several unique field experiences designed to prepare Warner students to be the kind of educator who fosters student-centered learning by providing meaningful inquiry-based opportunities for the youth with whom we work. Our goal is to change how science teaching is done so that more children can be successful in learning and doing “real” science. This is accomplished by focusing on student learning by doing authentic science experiments and activities that are grounded in social-constructivist theory. We are learning how pre-service teachers make the monumental shift from traditional science teaching to reform-based science teacher through our research. By using professional identity development as a lens to understanding the stories that our pre-service teachers tell, we have been more fully able to understand how teachers take up reform-minded practices and develop as a science teacher committed to socially just and equitable science learning for all children.

Stuff we want to share:

  • GRS Concise Lesson Plan Format
  • Blogging Purpose & Assignment
  • Link to Science Education paper – identity as a lens for professional learning
  • Link to NOVA chapter – structure and design of GRS

Pictures and press:

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Blogging as Change – Transforming Science Education through New Media Literacies (first author: Liz)

Overview: Blogging has been used throughout the GRS program to support pre-service and in-service teachers’ identity development and learning. Blogging offers a virtual space for collaboration, participation, and distribution of knowledge and skills in service of a particular vision, while offering the potential for supporting identity development as reform minded science learners and educators. Using identity development and new media literacies as our theoretical lenses for viewing participation and recognition on the blogs, our research questions have included:

  • How does blogging provide opportunities for social interaction?
  • In what ways does blogging help support identity development as a reform-minded teacher?
  • In what ways are blogs taken-up that offer unique opportunities for collaboration and participation?
  • How does blogging offer a meaningful space for like-minded professional?

Stuff we want to share:

  • Blogging as Change book
  • All blogging pubs

Pictures and press:

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Spaces of Learning: A push to be more insistently spacial to better understand and capitalize on its power to shape learning, identities and lives (first author: April)

Overview: “Spaces of Learning” is a new research project for Get Real Science (2011-12), though the program implementation of this project has been a core part of what we do for as long as we have been in existence.   The foundation underlying the work we do in nurturing identity development involves a careful attention to and interaction with place – thoughtfully sequencing and scaffolding experiences with  “authentic science spaces,” virtual social spaces, and classroom spaces nurture positive and critical science and science teacher identities.  GRS involves youth from minority racial and low-SES class groups in doing”real”  science in both the community and the classroom (and, in the past through virtual spaces) where they collect data to answer culturally-relevant science questions.  GRS simultaneously involves practicing science teachers in teaching science through inquiry in these same spaces to intentionally offer them access to different learning and identity resources at particular stages of their development.  This year we will study these relationships between participants and their spaces to explore how they are mutually constituting one another.  Guiding research questions include:

  • How do participants occupy, integrate and modify their spaces of learning?
  • What evidence do participants demonstrate with respect to their “mobility” as a marker of agency or power?
  • How do the various spaces of learning complement and constrain one another with respect to their relationships with learners?

Stuff we want to share:

Pictures and press:

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Belize – Field based science identity development & teaching in extremely unfamiliar environments (first author: Joe)

Overview:

Stuff we want to share:

Pictures and press:

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Science STARS (Sudents Tackling Authentic and Relevant Science)  (first author: Rachel)

Overview:

Stuff we want to share:

Pictures and press:

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