Abstract
This ethnographic case study follows two urban immigrant students in their yearlong journey in an urban science classroom where the first two pedagogic tools of reality pedagogy (cogenerative dialogue and co-teaching) were implemented. This study examines the role reality pedagogy plays in the science classroom for these two students, while focusing on their social capital and how distributed cognition is used to frame understanding. The three emergent themes that were generated and observed among the two participants indicated that the implementation of the first two tools of reality pedagogy increased the two immigrant students' participation within their science classroom, increased opportunities for voice in the classroom, and increased ability to access the human and physical resources of the classroom for the participants' own benefit. The study revealed that both students' social capital was impacted and the frame of distributed cognition played a role in their science classroom participation. Implications relate to the importance of developing community within science classrooms for immigrant students.
Highlights
These two lenses are used in order to understand what role reality pedagogy, namely cogenerative dialogue and co-teaching, plays in the science classroom experiences of immigrant students
We focus on the implementation of the first two pedagogic tools
This study addresses two research questions: Which facets students’ experiences, and the teacher’s interviews of the experience of participating in reality pedagogy are allow for an addition perspective on the implementation of most valuable to the immigrant science students? And, how this set of pedagogic tools toward a more deep and rich does reality pedagogy contribute to the social capital of understanding of the phenomenon
Summary
With its central goal being to support both teachers and students toward improving the experience of both groups in teaching and learning science in an urban academic environment, reality pedagogy in this study is examined via the lenses of social capital [7] and distributed cognition [8]. These two lenses are used in order to understand what role reality pedagogy, namely cogenerative dialogue and co-teaching, plays in the science classroom experiences of immigrant students.
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