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For more events, see the CRMSE Calendar.
Megan Bang, University of Washington, and Beth Warren, TERC (Cambridge, MA), gave a joint talk at SDSU on October 25, 2012.
Thursday, October 25, 2012, 5:30-6:45 PM, West Commons Building, Rm #220. San Diego State University.
"De-Settling Expectations in Science Education"
Abstract: Despite continuing calls for improvement and efforts at reform, the field of science education has struggled to create educational experiences that engage non-dominant students in complex learning as empowered makers of meaning and actors in the world. Focusing on two learning environments, we will explore some key contours of this challenge through a re-imagining of relationships between science learning, teaching, and shifting understandings of grounding concepts in biological science. One environment is focused on a grade 6-8 classroom that was part of a literacy program for recent immigrants from Haiti in an urban public school in the Northeast U.S. The second is an informal science learning environment designed in and by an urban Indigenous community. Through examination of these cases of learning and teaching in the domain of water, we will explore what kinds of possibilities might emerge for non-dominant students as we work to dislodge the settled expectations that control the borders of acceptable meanings and meaning-making practices, particularly at the nature-culture divide, in science education. From this point of view, what we call "de-settling" settled expectations in science education requires an explicit re-working of the nature-culture divide through consideration of knowledge-power relations, historically structured inequalities, and assumed assimilation into particular knowledge paradigms.
Reception was from 4:30-5:30 PM.
Thursday, October 21, 2010, 4:30-6:00 PM, Arts & Letters 101:
"Mathematics at Work: A Need for New Mathematical Literacies"
Abstract: In this talk, we will summarize and provide examples of some recent research studies that have investigated in detail what mathematics is required in IT-rich workplaces. Based on the findings of a recently completed 3-year project in England, working in partnership with employees and employers, we will argue that the ubiquity of IT systems in workplaces has generated the need for a new kind of mathematical knowledge that we call Techno-mathematical Literacies (TmL). TmL comprise some appreciation of how mathematical models underpin IT systems and some interpretative competence of the processes that produce the outcomes of these systems.
We will describe how we found that symbolic information in the form of numbers, tables and graphs are often understood by employees as pseudo-mathematics – as labels or pictures and little association with any underlying mathematical relationships. Information, therefore, frequently fails to fulfil its intended role in facilitating communication within or between workplaces or between employees and customers. We will also describe how TmL were effectively developed by the design of authentic activities in which work process models were made more visible and manipulable through interactive software tools - technology-enhanced boundary objects.
Thursday, April 30, 2009, 4:30-6:00 PM, Arts & Letters 101:
"Supporting Science Teachers in Utilizing Model-Based Inquiry"
Overview: Valerie and Joe will do a joint talk for about 10 minutes introducing the importance of model building in science and in science teaching. Then each of them will give a talk on their own research and development projects regarding models, followed by questions and discussion.
I. Valerie Otero, "The evolution of elementary teachers' model-building practices." (25 min)
II. Joe Krajcik, "Curriculum materials as a tool for supporting middle school science teachers and their students in building and revising models." (25 min)
III. Questions and Discussion. (30 min)
Friday, May 1, 2009, 9:30-11:30 AM, 6475 Alvarado Rd. #128 :
"Supporting Science Teachers in Utilizing Model-Based Inquiry: An Informal Discussion"
Overview: Join Valerie and Joe in an informal discussion about the topic of their colloquium the day before.
Joseph S. Krajcik, a Professor of Science Education, is also Associate Dean for Research in the School of Education at the University of Michigan. Joe works with teachers in science classrooms to bring about sustained change by creating classroom environments in which students find solutions to important intellectual questions that subsume essential learning goals and use learning technologies as productivity tools.
Valerie Otero is an Associate Professor of Science Education at the University of Colorado, Boulder and director of several universitywide projects including the CU-Teach initiative and the nationally replicated STEM Colorado Learning Assistant program. Her research encompasses studies on teacher knowledge to studies of how students learn various concepts in physics and the nature of science.