Moving Toward Inclusivity in Chemistry by Developing Data-Based Instructional Tasks Aimed at Increasing Students’ Self-Perception as Capable Learners Who Belong in STEM

• Carmen Bustos-Works ^[1] ; Jennifer Whiles Lillig ^[1] ; Chase Clark ^[1] ; Paul Daubenmire ^[2] ; Jennifer Claesgens ^[2] ; Alexis Shusterman ^[3] ; Cory Antonakos ^[4] ; Erin Palmer ^[4] ; Ellen D. Beaulieu ^[4] ; Angelica M. Stacy ^[3] ; Michelle Douskey ^[3] ; Hien D. Nguyen ^[2]
  1. [1] Sonoma State University

     Sonoma State University

     Estados Unidos

     
  2. [2] College of Marin

     College of Marin

     Estados Unidos

     
  3. [3] University of California System

     University of California System

     Estados Unidos

     
  4. [4] Diablo Valley College

     Diablo Valley College

     Estados Unidos

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 1, 2022, págs. 177-184
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The overall goal of our work is to disrupt pervasive narratives and misplaced assessments of what defines scientific brilliance, specifically in the introductory chemistry classroom. The traditional design of science, technology, education, and math (STEM) courses perpetuates the narrow view that intelligence is characterized by innate talent, knowing lots of information, and being quick and correct. This view disproportionately impacts students historically underserved in STEM. The Chem Avengers aim to transform chemistry education into an inclusive practice where all learners can thrive. The work reported here is focused on creating and implementing group-worthy tasks that support equitable participation. These tasks center around sorting, using, and making sense of data, trends, and patterns.