Bryan A. Brown

Pathway Towards Fluency: Using ‘disaggregate instruction’ to promote science literacy

This study examines the impact of Disaggregate Instruction on students’ science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth‐grade students received web‐based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students’ performance on pre‐ and post‐test questions (multiple choice and short answer) with a qualitative analysis of students’ post‐test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations.

The Language-Identity Dilemma: An Examination of Language, Cognition, Identity, and Their Associated Implications for Learning

Language and identity are critical components of teaching and learning interactions in science classrooms. This chapter attempts to shed light on the role of culturally- based communication in generating effects that are both cognitive and socioemotive in nature. The challenge in recognizing the interaction of these communicative features involves two potential outcomes. First, recognizing their impact on classrooms helps scholars understand how language can serve as a gatekeeper into framing issues of access for students. Second, understanding this dilemma may help teachers limit the influence of language-identity interactions as a subtle component of teaching and learning. In this chapter, I propose moving toward incorporating an informed lens on language, cognition, and identity as an explicit goal of contemporary science teaching.

Representing Racial Identity Identity, Race, the Construction of the African American STEM Students

The challenge of opening the doors to science has been a topic of debate for many years. This content analysis study documented an urban school’s attempt to use representational practices to promote positive science identities for African American boys. Our analysis revealed how the school attempted to offer connections between ethnic identity and achievement ideology through representational practices. Whether it was posting the names of famous African American male scientists or promoting attendance to Historically Black Colleges and Universities (HBCUs), the school used postings, displays, and interior pictures to communicate a positive science identity. The study highlights the need to promote non-stereotypical science identities for students.

Moving Culturally Relevant Pedagogy From Theory to Practice: Exploring Teachers’ Application of Culturally Relevant Education in Science and Mathematics:

This article reports on urban elementary teachers’ understandings of cultural relevancy and the practices they enacted after a professional development on culturally relevant education (CRE) and cognitive apprenticeship. Focus group interviews support that participating teachers understood some principles of CRE but did not always match the theory to practice before our professional development. After training, video data of teaching support that this divide was mediated. These findings point to a need to engage in explicit theory-to-practice research about cultural relevancy in urban science, technology, engineering, and mathematics (STEM) teaching. Implications are provided relating to teachers planning lessons purposefully to infuse cultural relevancy into their STEM classrooms.