Working-group synthesis identified four crosscutting research themes for OpenSciEd¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Synthesis of working-group artifacts from 79 stakeholders yielded four prevalent crosscutting themes: promoting student agency and participation, promoting authentic science and the Framework vision, materials customizations and adaptation, and adoption, implementation, and sustainability. → themes-1

Evidence¶

themes-1¶

McElhaney, K., Baker, A., Kasad, Z., Roschelle, J., & Chillmon, C. (2022, March). A field-driven, equity-centered research agenda for OpenSciEd: Updated version [White paper]. Digital Promise. https://doi.org/10.51388/20.500.12265/153

q1 · i? · qualitative · r2

Qualitative synthesis of artifacts from three 90-minute working-group sessions with a recruited group of 79 science education stakeholders, including collaboratively edited slides, study outlines, and facilitator notes. The authors report the four themes were "prevalent across all questions across topic areas" and interconnected.

"we identified the following four themes that were prevalent across all questions across topic areas: (1) promoting student agency and participation, (2) promoting authentic science and the Framework vision, (3) materials customizations and adaptation, and (4) adoption, implementation, and sustainability."

Discussion¶

Related Claims¶

• OpenSciEd practitioners' highest-priority needs group into six areas: student engagement, classroom culture, assessment, materials adaptation, planning/reflection time, and teacher capacity. — related
• Professional learning and other teacher supports are perceived as foundational, addressing root causes of many OpenSciEd practitioner challenges across adoption, enactment, and assessment. — related
• Teachers and education leaders differ in which OpenSciEd challenges they prioritize: teachers rate student engagement higher, leaders rate materials adaptation and teacher capacity higher. — related
• OpenSciEd materials equitably support student participation and engagement across racial, gender, and linguistic groups, per field-test SEET and teacher-report data — a narrower finding that bears on this claim
• The Student Electronic Exit Ticket (SEET) is useful for gathering student perspectives on coherence, relevance, and participation during OpenSciEd enactment — related
• Most surveyed teachers make small customizations to OpenSciEd materials often or daily, commonly to shorten lessons, increase engagement, support prior knowledge and increase relevance — related
• Practitioners most often name students with disabilities (37.4%) and multilingual learners (31.0%) as groups experiencing equity challenges with OpenSciEd. — related
• Teachers are able to support rich and participatory science discussions during OpenSciEd enactment, per detailed case studies of experienced teachers — a narrower finding that bears on this claim