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The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
Anticipating and responding to learner variability can make…
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This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.
Cognitive differences have historically led to deficit…
Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
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This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.
This paper examines…
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In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in…
“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms
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School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal…
Embodied, Dramatizing Performances in Science Class: Multimodal Spaces and Places of Knowledge and Identity Construction
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We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We…
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Justice-centred science pedagogy has been suggested as an effective framework for supporting teachers in bringing in culturally relevant pedagogy to their science classrooms; however, limited instructional tools exist that…