OpenSciEd materials equitably support student participation and engagement across racial, gender, and linguistic groups, per field-test SEET and teacher-report data¶

Claim · All claims
Evidence · 2 studies · 2 review r2 · q2
Currency · newest study 2023 · checked against its sources 2026-10-17 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Students from different race, gender, and linguistic backgrounds report contributing to class discussions at high levels and say their ideas influence the class. → seet-participation q2 i? Teachers reported the units were accessible to struggling readers, students with IEPs, and multilingual learners. → teacher-accessibility

Evidence¶

seet-participation¶

McElhaney, K. W., Mills, K., Kamdar, D., Baker, A., & Roschelle, J. (2023, March). A summary and synthesis of initial OpenSciEd research: Updated version [White paper]. Digital Promise. https://doi.org/10.51388/20.500.12265/171

q2 · i? · review · r2

The review reports field-test SEET survey analyses from the 2018-2019 OpenSciEd study, finding "students from different race, gender, and linguistic backgrounds report they contribute to class discussions at high levels"; no effect sizes are printed.

"Students from different race, gender, and linguistic backgrounds report they contribute to class discussions at high levels and say their ideas influence the class and help others (OpenSciEd, 2019)."

teacher-accessibility¶

McElhaney, K. W., Mills, K., Kamdar, D., Baker, A., & Roschelle, J. (2023, March). A summary and synthesis of initial OpenSciEd research: Updated version [White paper]. Digital Promise. https://doi.org/10.51388/20.500.12265/171

q2 · i? · review · r2

Teacher self-report survey data from the 2018-2019 field test, summarized by the review; these are descriptive percentages of teacher perceptions, not direct measures of student engagement.

"84% of teachers said that they were accessible to struggling readers, 76% of teachers said they were accessible to students with Individual Education Plans, and 68% of teachers said they were accessible to multilingual learners (OpenSciEd, 2019)."

Discussion¶

Learner Variables¶

• Interest — outcome: instruction changes it

Related Claims¶

• Collective enterprise and care in equitable classroom cultures are positively associated with students' science interest — related
• The Student Electronic Exit Ticket (SEET) is useful for gathering student perspectives on coherence, relevance, and participation during OpenSciEd enactment — related
• Working-group synthesis identified four crosscutting research themes for OpenSciEd — a broader claim this one bears on
• Students find OpenSciEd units relevant and coherent, with over 90% reporting relevance and 87% reporting the lesson ties to the bigger picture — related
• Teachers are able to support rich and participatory science discussions during OpenSciEd enactment, per detailed case studies of experienced teachers — related
• Analyzing practical-measure data across student groups helps teachers tailor CRSE instruction — related
• OpenSciEd enactment faces key challenges: project fatigue, unit length and pacing, pseudoagency, and gaps in student sensemaking practices — related
• Barriers to using equity visualizations included lack of classroom diversity and teachers' own equity beliefs — related