Chapter 3 The Pivots of a Research-Practice Partnership When Centering Learning in Culturally Responsive Engineering Tasks
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Abstract
This chapter discusses how we, a team of science, engineering, and mathematics teacher educators, designed and revised a researcher-practitioner partnership around culturally responsive engineering design tasks. The revisions of this model were based on the beliefs, experiences, and feedback of 42 middle school veteran science and mathematics teachers across six schools in an urban district in the United States. Our goal was to support teachers in developing culturally responsive engineering design tasks within lessons that aligned to teachers’ mathematics and science curricular standards and that centralized learners’ lived experiences. As we implemented the model, we utilized a design-based implementation and research approach rooted in Critical Race Theory to iteratively design and revise the process for teachers who were implementing the engineering model in a unique context and time. We sought to diligently document how we modified our implementation strategies in respect to their needs. In this chapter, we specifically detail the iteration of a strategy that supported centering students’ worldviews in engineering instruction.