Who can see your viewing activity?
The sound is gone
What science? I do not remember learning science in K-5.
I don’t remember K-5 science instruction, but I played and experimented in fields around my house.
Science = Bill Nye on the rolling TV stand.
Science was following processes / cook-book lab experiments
Chemistry honors class — always felt like a cutrhroat competition for the highest score on quizzes and tests.
K-5 science was popcorn reading from a textbook
I don’t have a ton of k5 science memories except polishing rocks at recess as a fun thing. Middle school memorized a lot of facts
My favorite science experience was in 3rd grade when we hatched chicks in the classroom. I got to take the chicks home and loved watching them grow.
K-5, I only remember a week of outdoor school. No other science.
all I remember is another student making a sugar cube diagram showing how much sugar was in popular candy
Large lecture halls
Taking a lot of notes
Lab science in high school
My 5-5 science was dramatized and I remember dissecting small animals/bugs…
The only K-5 experience I remember was observing caterpillars become butterflies.
Are these just public school students, or both private and public?
Children’s book about Dakota Access Pipeline for those who are interested: We Are Water Protectors https://www.youtube.com/watch?v=2YHaRmj9wLU
Based in real-life situations
I see a focus on socially relevant topics. Interdisciplinry
Responsiveness to the voices/values of those learning together
Topics are meaningful. Students choose their focus, do their own research.
Teachers critically aware of their own identities
Address social dimensions western science often deems not a part of science
Expanding what science is, or where it begins.
Language is a tool not an imposition.
Great example! (Reminds me that place value often leads to tenths situations!)
One of the things that I struggle with in hands on science, etc. is that it is OK to get things wrong — it is the process of investigation that matters.
Katie Richard uses a lot of translanguaging in her classroom. She has a variety of languages in her classroom. She pairs her students in language circles, has them use online resources, prepare things to share with their families, etc.
Any thoughts or advice on how to apply critical/abolitionist science principles when writing curriculum for high school courses, i.e. physics?
The biggest challenge she had was a girl who spoke a dialect of of Arabic that wasn’t available in google translate or spoken by anyone elsewhere. She paired her with someone who had a close version.
Thanks so much Dr. Navarro!
Thank you Dr. Navarro!
Professor Navarro, Wonderful presentation! Thank you for leaving us so much to think about!
Can the virtual learning environment be used as an opportunity to include families/parents in students’ education? Or to bring students’ community/culture more to the forefront?
That is such a good idea!
Thank you so much Dr. Navarro! Great session!
I just tried to do a search on physics and didn’t come up with much. Maybe https://arxiv.org/abs/2006.02190
Thanks so much! I really enjoyed the session. Sorry to have to leave before the conversation ends.
My kid’s class did a great activity with a site that allowed you to investigate different parameters for developing herd immunity based on transmission and mortality rates.
Thank you so much!
Melissa Navarro (ella/she/hers)
This isn’t it but similar: http://rocs.hu-berlin.de/D3/herd/