Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM
Early science, technology, engineering, and math (STEM) learning experiences often exclude children with disabilities and intersecting identities. To promote learning in STEM for all children, the Curriculum Research Framework (CRF) was applied to build learning trajectories of STEM for children fro...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-12-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/14/1/8 |
| _version_ | 1827372467315802112 |
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| author | Shannon Stark Guss Chih-Ing Lim Douglas H. Clements Elica B. Sharifnia Adam L. Holland Megan Vinh Julie Sarama |
| author_facet | Shannon Stark Guss Chih-Ing Lim Douglas H. Clements Elica B. Sharifnia Adam L. Holland Megan Vinh Julie Sarama |
| author_sort | Shannon Stark Guss |
| collection | DOAJ |
| description | Early science, technology, engineering, and math (STEM) learning experiences often exclude children with disabilities and intersecting identities. To promote learning in STEM for all children, the Curriculum Research Framework (CRF) was applied to build learning trajectories of STEM for children from birth to age 5. The CRF was extended and enhanced to generate explicitly inclusive learning trajectories for children with and without disabilities. The process of generating a priori foundations, building learning trajectories, and testing the results in inclusive settings led to new resources for early childhood education (ECE) and early childhood special education (ECSE) practitioners and generated implications for creating and evaluating learning trajectories in ways that affirm that all children belong in STEM. Challenges faced and lessons learned in this process are presented to guide future research and development using the revised and enhanced CRF. |
| first_indexed | 2024-03-08T11:00:04Z |
| format | Article |
| id | doaj.art-4da768ab5c854a36ae4766b3266f232b |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-08T11:00:04Z |
| publishDate | 2023-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-4da768ab5c854a36ae4766b3266f232b2024-01-26T16:08:14ZengMDPI AGEducation Sciences2227-71022023-12-01141810.3390/educsci14010008Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEMShannon Stark Guss0Chih-Ing Lim1Douglas H. Clements2Elica B. Sharifnia3Adam L. Holland4Megan Vinh5Julie Sarama6Morgridge College of Education, University of Denver, Denver, CO 80208, USAFrank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill, NC 27599, USAMorgridge College of Education, University of Denver, Denver, CO 80208, USAMorgridge College of Education, University of Denver, Denver, CO 80208, USAFrank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill, NC 27599, USAFrank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill, NC 27599, USAMorgridge College of Education, University of Denver, Denver, CO 80208, USAEarly science, technology, engineering, and math (STEM) learning experiences often exclude children with disabilities and intersecting identities. To promote learning in STEM for all children, the Curriculum Research Framework (CRF) was applied to build learning trajectories of STEM for children from birth to age 5. The CRF was extended and enhanced to generate explicitly inclusive learning trajectories for children with and without disabilities. The process of generating a priori foundations, building learning trajectories, and testing the results in inclusive settings led to new resources for early childhood education (ECE) and early childhood special education (ECSE) practitioners and generated implications for creating and evaluating learning trajectories in ways that affirm that all children belong in STEM. Challenges faced and lessons learned in this process are presented to guide future research and development using the revised and enhanced CRF.https://www.mdpi.com/2227-7102/14/1/8STEM educationcurriculum researchequityinclusionearly childhood educationearly childhood special education |
| spellingShingle | Shannon Stark Guss Chih-Ing Lim Douglas H. Clements Elica B. Sharifnia Adam L. Holland Megan Vinh Julie Sarama Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM Education Sciences STEM education curriculum research equity inclusion early childhood education early childhood special education |
| title | Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM |
| title_full | Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM |
| title_fullStr | Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM |
| title_full_unstemmed | Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM |
| title_short | Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM |
| title_sort | building learning trajectories for intentional inclusive and individualized instructional experiences in stem |
| topic | STEM education curriculum research equity inclusion early childhood education early childhood special education |
| url | https://www.mdpi.com/2227-7102/14/1/8 |
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