To learn more, visit https://www.aapt.org/Conferences/meetings.cfm.
To learn more, visit https://www.aapt.org/Conferences/WM2024/index.cfm.
In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts–promoting equity and justice through culturally relevant pedagogy (CRP) in K-12 science classrooms. TSL consists of five design principles that articulate the goals (the ‘why” of practice), instead of prescribing pedagogical activities (the “what” of practice).
In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts–promoting equity and justice through culturally relevant pedagogy (CRP) in K-12 science classrooms.
To learn more, visit https://www.aapt.org/Conferences/meetings.cfm.
To learn more, visit https://www.aapt.org/Conferences/WM2023/index.cfm.
This article describes the experience of using the InquirySpace software in a classroom that practices full inclusion for ninth grade physics.
Haavind S. & Murtha, M. (2020). Accessible physics for all. The Science Teacher. 54-58.
This article describes the experience of using the InquirySpace software in a classroom that practices full inclusion for ninth grade physics.
The Concord Consortium. (2021). Innovator Interview: Steve Roderick. @Concord, 25(1), 15.
Interview with Steve Roderick about helping teachers on the InquirySpace project bring more authentic science experiences to their classes.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.
