Teachers are able to support rich and participatory science discussions during OpenSciEd enactment, per detailed case studies of experienced teachers¶

Claim · All claims
Evidence · 2 studies · 1 review r3, 1 qualitative r1 · q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? An experienced teacher surfaced and clarified student ideas across all three discussion types, though evaluation of ideas was absent. → morse-discussions q1 i? A second experienced teacher's principled improvisation supported students' epistemic agency when coherence-seeking deviated from the storyline. → kelly-improvisation

Evidence¶

morse-discussions¶

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

q1 · i? · qualitative · r1

Case-study analysis of discussion turns in one highly experienced middle school teacher's enactment (Lowell et al., 2022), as summarized by the review; qualitative, no effect sizes.

"across all three types of discussions (initial ideas, building understandings, and consensus), Mr. Morse focused primarily on surfacing and clarifying ideas, but his evaluation of students' ideas was absent from the discussions."

kelly-improvisation¶

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

q1 · i? · review · r3

Case study of one experienced teacher's enactment episodes (Cherbow, 2022) summarized by the review; the review notes evidence is "currently limited to a handful of detailed analyses of enactment in specific classrooms".

"The analysis revealed that Mr. Kelly's improvisations across the discussions supported students' epistemic agency in enactment."

Discussion¶

Related Claims¶

• OpenSciEd materials equitably support student participation and engagement across racial, gender, and linguistic groups, per field-test SEET and teacher-report data — 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
• Working-group synthesis identified four crosscutting research themes for OpenSciEd — a broader claim this one bears on
• OpenSciEd practitioners' highest-priority needs group into six areas: student engagement, classroom culture, assessment, materials adaptation, planning/reflection time, and teacher capacity. — related