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Connecting Science Across Contexts: Multilingual Learners' Perspectives on Participation in Science Teaching and Learning
Connecting Science Across Contexts: Multilingual Learners' Perspectives on Participation in Science Teaching and Learning
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105648
- ISBN
- 9798270237967
- DDC
- 371.97
- 서명/저자
- Connecting Science Across Contexts: Multilingual Learners Perspectives on Participation in Science Teaching and Learning
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 247 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisor: Pacheco, Mariana.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약Shifts in the vision and goals for K-12 science education since the publication of The Framework for K-12 Science Education (National Research Council, 2012) have created renewed efforts to address persistent inequities in multilingual learners' access to science and participation in science. Yet research examining how sociocultural contexts for learning shape multilingual students' participation in science within and across classroom and home-community contexts remains limited by narrow views of what it means to participate in science and the role of students' cultural, linguistic, and experiential resources. Informed by cultural-historical activity theory (CHAT), this ethnographic study addresses the teaching and learning of science as participation in valued activities in school and home-community contexts, from the perspective of multilingual youth. Drawing on student interviews and science classroom observations, this study explores multilingual learners' participation in situated, diverse science-related activities across settings, their perspectives on the role of language in their participation, and connections they perceive between science and their everyday lives. This research demonstrates how the social organization of science learning in classroom, home, and community contexts shapes multilingual learners' opportunities for participation. Findings reveal that multilingual learners actively leverage their linguistic, cultural, and experiential resources to participate in science across settings, challenging deficit-based views of what they bring to science classroom communities. These insights call for pedagogies that recognize and value multilingual learners' cultural and linguistic resources, create multiple pathways for participation, and strengthen connections between science learning in classroom and home-community contexts. By foregrounding multilingual learners' perspectives, this study highlights opportunities to reimagine more equitable, expansive approaches to science education with culturally and linguistically diverse youth.
- 일반주제명
- Bilingual education
- 일반주제명
- Curriculum development
- 일반주제명
- Science education
- 기타저자
- The University of Wisconsin - Madison Curriculum & Instruction
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798270237967
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■040 ▼aMiAaPQ▼cMiAaPQ
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■1001 ▼aWilfrid, Jennifer.
■24510▼aConnecting Science Across Contexts: Multilingual Learners' Perspectives on Participation in Science Teaching and Learning
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a247 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisor: Pacheco, Mariana.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aShifts in the vision and goals for K-12 science education since the publication of The Framework for K-12 Science Education (National Research Council, 2012) have created renewed efforts to address persistent inequities in multilingual learners' access to science and participation in science. Yet research examining how sociocultural contexts for learning shape multilingual students' participation in science within and across classroom and home-community contexts remains limited by narrow views of what it means to participate in science and the role of students' cultural, linguistic, and experiential resources. Informed by cultural-historical activity theory (CHAT), this ethnographic study addresses the teaching and learning of science as participation in valued activities in school and home-community contexts, from the perspective of multilingual youth. Drawing on student interviews and science classroom observations, this study explores multilingual learners' participation in situated, diverse science-related activities across settings, their perspectives on the role of language in their participation, and connections they perceive between science and their everyday lives. This research demonstrates how the social organization of science learning in classroom, home, and community contexts shapes multilingual learners' opportunities for participation. Findings reveal that multilingual learners actively leverage their linguistic, cultural, and experiential resources to participate in science across settings, challenging deficit-based views of what they bring to science classroom communities. These insights call for pedagogies that recognize and value multilingual learners' cultural and linguistic resources, create multiple pathways for participation, and strengthen connections between science learning in classroom and home-community contexts. By foregrounding multilingual learners' perspectives, this study highlights opportunities to reimagine more equitable, expansive approaches to science education with culturally and linguistically diverse youth.
■590 ▼aSchool code: 0262.
■650 4▼aBilingual education
■650 4▼aCurriculum development
■650 4▼aScience education
■653 ▼aHome-community contexts
■653 ▼aMultilingual learners
■653 ▼aStudents' participation
■690 ▼a0282
■690 ▼a0727
■690 ▼a0714
■71020▼aThe University of Wisconsin - Madison▼bCurriculum & Instruction.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17360989▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
