Examining Student Perceptions of Accountable Disciplinary Knowledge in their Science Class Versus Data Jam
April 19, 2023
Authors
Isabel Delgado-Quiñones
Forward Learning
Andee Rubin
TERC
Steven McGee
The Learning Partnership
Randi McGee-Tekula
The Learning Partnership
Noelia Báez Rodriguez
Schoolyard LTER
| This paper discusses a collective case study with middle and high-school students regarding their perceptions of Accountable Disciplinary Knowledge (ADK) between their science class versus the research experience known as Data Jam, in Puerto Rico. This study builds upon a framework of three-dimensional view of learning in engineering, however in this case it is science. The focus of the inductive qualitative data analysis is on the students’ perceptions of ADK of the scientific practices engaged in both experiences. The results suggest that there is a disconnection between what students are held accountable for in their science class versus what they are held accountable for in Data Jam and how it compares to the actual requirements of the Data Jam research experience. The results of this study have implications to the science education reform in Puerto Rico. |
Suggested Citation
Delgado-Quiñones, I., Rubin, A., McGee, S., McGee-Tekula, R. & Báez Rodríguez, N. (2023, April 18-21). Examining Student Perceptions of Accountable Disciplinary Knowledge in their Science Class Versus Data Jam [Paper]. Paper Session presented at the Annual International Conference of the National Association of Research in Science Teaching in Chicago, IL. https://doi.org/10.51420/conf.2023.9
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