Interaction rituals, emotions, and early childhood science: digital microscopes and collective joy in a multilingual classroom

in Cultural Studies of Science Education (2021), 16

In her original article, “Identity, Agency and the Internal Conversations of Science and Math Teachers Implementing instructional reforms in High-Need Urban Schools”, Stacy Olitsky (2021) takes us on an ... [more ▼]

In her original article, “Identity, Agency and the Internal Conversations of Science and Math Teachers Implementing instructional reforms in High-Need Urban Schools”, Stacy Olitsky (2021) takes us on an exploration of the identity development and agencies exerted by two teachers working to implement science instructional reforms in high-need urban schools. Olitsky (2021) utilizes Interaction Ritual Theory as a lens to examine a seldom viewed and even intimate aspect of teacher’s worlds, namely teachers’ self-talk. In this forum article I embrace the invitation extended by Olitsky, through an exploration of the interaction rituals that took place among students and a teacher working with digital microscopes in an early childhood classroom. I draw upon the theoretical lens of communitas to illuminate the power of collective joy that formed. Specifically, I will share two vignettes from a multilingual early childhood classroom to illustrate how teacher-guided and studentguided spaces afforded interactions that lead to the development of collective joy. I show how collective work with the microscopes allowed for joy and surprise to occur within a classroom of plurilingual students who are participating in their first schooled experiences of science. I conclude with a discussion of the power of student-driven instructional spaces as places for students working to learn science, and the language of instruction, to collectively experience joy as they explore. [less ▲]

Inquiry identity and science teacher professional development

in Cultural Studies of Science Education (2016), 11(2), 235-251

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators ... [more ▼]

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that ‘‘professional development could be designed to facilitate reflexive transformation of identity within professional learning environments’’ (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning. [less ▲]

Exploring the significance of resource-rich views in science education

in Cultural Studies of Science Education (2011), 6(4), 1019-1029

In a recently published article in Cultural Studies of Science Education (Volume 6, Issue 2) titled What does playing cards have to do with science? A resource-rich view of African American young men ... [more ▼]

In a recently published article in Cultural Studies of Science Education (Volume 6, Issue 2) titled What does playing cards have to do with science? A resource-rich view of African American young men, Alfred Schademan (2011) examines the resources that African American young men learn through playing a card came called Spades. In his ethnographic study, he takes a resource-rich view of the players, highlights science-related resources demonstrated by the players, and challenges deficit notions of these young men. Three Forum response papers complement Schademan’s research. The first is written by Nancy Ares, the second is coauthored by Allison Gonsalves, Gale Seiler, and Dana Salter, and the third is written by Philemon Chigeza. All three of these response papers elaborate on his points and emphasize issues inherent in working towards resource-rich views in science education. In this paper, I draw on all four papers to explore the possibilities in recognizing, highlighting, and accepting the resources that students bring as being resources for science learning. [less ▲]

Conceptual change research and science education practice: A response from educators

in Cultural Studies of Science Education (2008), 3(2), 451-470

We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we ... [more ▼]

We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we consider the role of participants in the research process and contextual factors in conducting research on science conceptions, and draw implications for the teaching of science. [less ▲]