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Abstract Title: Physics Learning through Computing: An Analysis of Equity Patterns within Physics Teachers’ Classrooms
Abstract: Research shared during this presentation is used to convey preliminary findings regarding physics teachers' attention towards equity within student group-work. Equity, as framed and operationalized by analyzing participation patterns with a tool called EQUIP (https://www.equip.ninja/), is conceptualized as students' opportunities and enactment of participation. We share the the social markers and discourse dimensions that a group of physics teachers tracked as their students engaged in the practice of computational thinking, a science practice within the Next Generation Science Standards. These social markers focus on traditionally marginalized students (e.g., students of color and/or girls in STEM), and the discourse dimensions quantify the ways in which these students and their peers engage in discourse. We describe here some of the patterns across the teachers in this study, and conclude our discussion by providing practical tips for science teachers that may result in increased participation among these students.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A4

Author/Organizer Information

Primary Contact: Nickolaus Ortiz
Michigan State University
Co-Author(s)
and Co-Presenter(s)
Julie Christensen
Niral Shah
David Stroupe