Related Experiment Video
Updated: Sep 14, 2025
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Where Do We Start And Where Do We Go? Emerging Findings Informing the Design of Responsive Professional Learning With
Christina Stina Krist1, Kevin Hall1, Nga Hoang2
1Stanford University.
None:
This poster examines secondary science teachers' curricular adaptation work during summer workshops as part of the EMPOWER project, which supports teachers in adapting their curriculum to foster students' epistemic and critical science agency. Through a comparative case study, we demonstrate how two teacher teams started with different goals but each navigated tensions between connecting goals for epistemic agency (EA) and cultural relevance and responsiveness (CRR) in both the content and the moment-to-moment interactions of their focal lessons. Their varied trajectories underscore the importance of supporting teachers in toggling between these dimensions when designing justice-oriented science curricula.
More Related Videos
10:26Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
10:43Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes
Published on: June 10, 2021
Related Concept Videos
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
01:24Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation