Matuk Camillia, Hurwich Talia, Spiegel Amy, Diamond Judy
New York University, 2 Metrotech Center, Brooklyn, NY 11201, United States.
University of Nebraska-Lincoln, 370E Prem S. Paul Center at Whittier School, 2200 Vine Street, Lincoln, NE 68583-0866.
Res Sci Educ. 2021 Jun;51(3):685-732. doi: 10.1007/s11165-018-9814-8. Epub 2019 Jan 10.
Equitable learning opportunities are critical to the goals of science education. However, major curriculum standards are vague on how to achieve equity goals, and educators must often develop their own resources and strategies to achieve equity goals. This study examines how educators used a comic book series designed to interest youth in virology as a way to make science more broadly appealing to their diverse students. We begin with the notion of Pedagogical Design Capacity, which describes a dynamic relationship between teachers and their tools, and the ability for teachers to perceive and leverage affordances of artifacts as tools in their curriculum design. In a qualitative analysis of 18 interviews with educators, survey responses, instructional artifacts, and classroom observations, we describe the potential that educators saw in the comics, and the strategies they used to take advantage of that potential to promote equitable science teaching. Notably, we observed how the comics enabled educators to incorporate multiple literacies and disciplinary lenses into their lessons, expanding traditional views of science literacy. We documented the range of techniques by which they used comics and fictional narratives to support specific scientific practices, such as modeling. We also observed challenges that participants encountered in using comics, which included combatting their own and their students' attitudes and beliefs regarding the role of informal reading materials in science education. By investigating how resourceful science educators use comic books, this study helps to inform both researchers and educators on how innovative curriculum materials can broaden and diversify participation in science. Findings have implications for the design of similar curriculum materials, instructional approaches, as well as professional development to support equitable science teaching.
公平的学习机会对于科学教育目标至关重要。然而，主要的课程标准在如何实现公平目标方面含糊不清，教育工作者常常必须自行开发资源和策略来实现公平目标。本研究考察了教育工作者如何利用一套旨在激发青少年对病毒学兴趣的漫画书，使科学对他们多样化的学生更具广泛吸引力。我们从教学设计能力的概念入手，它描述了教师与其工具之间的动态关系，以及教师在课程设计中感知和利用人工制品作为工具的能力。在对18名教育工作者的访谈、调查问卷回复、教学人工制品和课堂观察进行定性分析时，我们描述了教育工作者在漫画中看到的潜力，以及他们利用这种潜力促进公平科学教学的策略。值得注意的是，我们观察到漫画如何使教育工作者能够将多种素养和学科视角融入他们的课程中，扩展了对科学素养的传统看法。我们记录了他们使用漫画和虚构叙事来支持特定科学实践（如建模）的一系列技巧。我们还观察到参与者在使用漫画时遇到的挑战，包括应对他们自己以及学生对于非正规阅读材料在科学教育中的作用的态度和信念。通过研究足智多谋的科学教育工作者如何使用漫画书，本研究有助于让研究人员和教育工作者了解创新的课程材料如何能够拓宽和使参与科学的方式多样化。研究结果对类似课程材料的设计、教学方法以及支持公平科学教学的专业发展具有启示意义。
