Assigning Competence Across STEM: Surfacing and Spotlighting Student Contributions through the Competence...

Area of Science:

• Educational Psychology
• STEM Education
• Sociology of Education

Background:

• The "assigning competence" strategy from Complex Instruction is a key teaching approach.
• Existing frameworks lack a structured method for addressing student competence throughout the teaching process.
• Equitable classrooms require intentional strategies to elevate student status.

Purpose of the Study:

• To propose the Competence Amplification Framework, a theory-informed structure for instructors.
• To guide instructors in noticing and highlighting student competence across teaching phases: design, surface, and amplify.
• To provide practical strategies for fostering equitable STEM learning environments.

Main Methods:

• The article introduces a novel framework grounded in educational theory.
• It provides practical examples from Science, Technology, Engineering, and Mathematics (STEM) classrooms.
• Guidance is offered for instructors to implement the framework effectively.

Main Results:

• The Competence Amplification Framework offers a structured approach to teaching.
• It enables instructors to intentionally elevate student status and promote equity.
• The framework provides actionable steps for integrating competence-focused practices.

Conclusions:

• Implementing the Competence Amplification Framework can lead to more equitable educational settings.
• By focusing on competence, instructors can positively impact student status and engagement.
• This framework offers a valuable tool for STEM educators seeking to enhance classroom equity.