| Title: |
Exploring Culturally Responsive Teaching Practices in Computational Thinking + Science Lesson Planning |
| Language: |
English |
| Authors: |
Jeremy Bernier (ORCID 0000-0003-1810-5268); Kristina Kramarczuk (ORCID 0000-0002-7212-3531); Ebony Terrell Shockley (ORCID 0000-0001-5253-6315); Francheska Figueroa; Lin Yan (ORCID 0000-0001-7602-8155); Yue Xin (ORCID 0000-0002-6172-8316); Janice Mak (ORCID 0000-0002-9453-1018); Man Su (ORCID 0000-0001-5696-8414); Diane Jass Ketelhut (ORCID 0000-0001-5307-1281); Brian Nelson (ORCID 0000-0002-9533-6900) |
| Source: |
Discover Education. 2025 4. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
National Science Foundation (NSF) |
| Contract Number: |
2101526; 2101039 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Culturally Relevant Education; Teaching Methods; Computation; Thinking Skills; Science Education; Lesson Plans; Science Instruction; Elementary School Science; Faculty Development; Elementary School Teachers; Science Teachers; Equal Education |
| DOI: |
10.1007/s44217-025-00897-6 |
| ISSN: |
2731-5525 |
| Abstract: |
In a design-based research project, we sought to create professional development for elementary teachers to integrate computational thinking and culturally responsive teaching in their science lessons. In this research brief, we focus on the culturally responsive teaching practices incorporated by teachers in our first sub-cycle of this work. We examined their poster presentations of science lessons which participating teachers modified to integrate computational thinking and culturally responsive teaching using our framework of seven key culturally responsive teaching practices. We found that the median lesson had evidence of full integration of one and partial integration of two of our practices, but also found that some of our practices were rarely or never integrated in these lessons. As broader implications, we note an indication of the strength of diversity in the analysis process, and the production of a subconjecture to our central design conjecture. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1494787 |
| Database: |
ERIC |