Teo (Danielle) Keifert | University of North Texas (original) (raw)

Papers by Teo (Danielle) Keifert

Ideological sensemaking in an elementary science professional development community

Journal of the Learning Sciences

Sustaining Participation in an Elementary Science PD Community

Learning to be a Science Teacher: The Worries, Joys, and Vulnerabilities of Exploring New Pedagogies

Theorizing and Designing Relational Possibilities in Teaching and Learning

Future Imaginings for Teaching: Voices of Pre-Service Teachers From Marginalized Communities

Multiple Representations in Elementary Science: Building Shared Understanding while Leveraging Students’ Diverse Ideas and Practices

Journal of Science Teacher Education, Nov 18, 2022

Proceedings of the 2017 Conference on Interaction Design and Children, 2017

Beginning from the assumption that young children (ages 6-8) are capable of reasoning about compl... more Beginning from the assumption that young children (ages 6-8) are capable of reasoning about complex phenomena [12], we set out to better understand dimensions of the Science through Technology Enhanced Play environment that provided support for children to learn about relationships between multiple levels of an emergent phenomenon [23]states of matter. We conducted interactional analysis [15] of several moments in two classrooms as students developed and refined understanding of rules that connect micro behavior of particles of water to macro understanding about states of matter. We argue that central to students' disciplinary work were (1) multiple forms of agency negotiated within the STEP environment that were deeply intertwined with (2) students' embodiment. Agency and embodiment both supported students' consensus understanding of relationships between levels of the states of matter phenomenon (3) through students' joyful and playful collaborative work. We examine several episodes in detail to explore these findings.

Family Culture as Context for Learning through Inquiry

Cognition and Instruction, 2021

Abstract Prior research shows that participation within communities of practice shapes children’s... more Abstract Prior research shows that participation within communities of practice shapes children’s development of repertoires of practice—ways of engaging in activities within a cultural community. Families are a privileged community for learning because of the extensive time spent together, the intimate nature of family relations, and the importance of this time for learning before children enter schools. It is therefore important to explore how culture shapes children’s learning in the family context. I seek to understand what the concept of family culture explicates about young children’s learning through inquiry and how children participate in shaping family culture. Drawing on Nasir, Rosebery, Warren, and Lee’s definition of culture, I explore how family culture serves as substrate—resources for interaction—that can be built, reified, and transformed in interaction. Using the analytical lens of Domain of Value (DoV)—constellations of valued purposes and practices associated with collections of phenomena—I present a case study of two families and how an understanding of a family DoV contextualizes moments of learning through inquiry. This analysis supports understanding how the contextual horizon traced through interactional histories sheds light on practices children draw upon when inquiring about their world with others. Through this analysis I explore how family culture serves as context for learning and how children shape that culture. By explicating the role of family culture on children’s learning, this work contributes to understanding cultural variability. This work also pushes against monolithic representations of cultural communities and narratives of any singular “normal” developmental pathway. Finally, this work demonstrates the competence and brilliance of young children as they co-construct inquiry about their world, shape their family culture, and then connect to these cultural resources in new contexts.

Video research is an increasingly important method in the learning sciences. Video provides uniqu... more Video research is an increasingly important method in the learning sciences. Video provides unique analytical affordances to researchers but also presents unique tensions, many of which have not yet been adequately addressed in the literature. The authors of this symposium draw on their diverse experiences, analyzing a variety of video corpuses, to provide theoretical and methodological standards and heuristics for the process of video analysis. We focus on three themes central to the process of video analysis that would benefit from increased theoretical and methodological attention: transcription tensions, defining the unit of analysis, and representing context. We discuss how our approaches to video analysis are framed by theory and how we have applied them to specific datasets, to answer a variety of research questions. In doing so, we make explicit some crosscutting methodological norms and invite continued discussion about these norms from multiple analytic traditions.

Broadening Learning Sciences Theoretical Lenses to Understand Young Children's Sensemaking

Analytical Designs: Goodwin's Substrates as a Tool for Studying Learning

Charles Goodwin's legacy includes a multitude of analytical tools for examining meaning m... more Charles Goodwin's legacy includes a multitude of analytical tools for examining meaning making in interaction. We focus on Goodwin's substrate-"the local, public configuration of action and semiotic resources" available in interaction used to create shared meanings (Goodwin, 2018, p. 32), gathering early career scholars to explore how research designs adapt substrate as an analytical tool for education research in diverse settings. This structured poster session examines how substrate can be used to capture a complex web of learning phenomena and support important analytical shifts, including representing learning processes, privileging members' phenomena to address issues of equity, and understanding shifting power relations through multi-layered and multi-scaled analyses. Session overview Through interaction, humans create meaning with and for each other, drawing on prior experience and building new understandings and possibilities. Applied linguist Charles Goodwin's legacy includes a multitude of analytical tools for examining meaning making in interaction. His book Cooperative Action explicates how people interactively build understanding by using and transforming available resources (Goodwin, 2018). These resources are the substrate-"the local, public configuration of action and semiotic resources" available in interaction used to create shared meanings (Goodwin, 2018, p. 32)-and the focus of this symposium. We gather early career scholars to explore how analytical designs adapt substrate as a tool for research on learning in a variety of settings. We present two sets of analytical designs: Poster Set 1 draws upon practices, artifacts, and interactional histories as substrates, while Poster Set 2 draws upon movement (gesture, full-body, coordinated ensemble) as substrates. Both sets of analytical designs for the use of substrate shed light on how substrate is being incorporated into analysis in the next generation of researchers by addressing a set of shared ICLS 2020 Proceedings 1471 © ISLS

Introduction My research expands representations of young children’s (2-8yrs) science sensemaking... more Introduction My research expands representations of young children’s (2-8yrs) science sensemaking. Three commitments inform my conceptualization of children’s activity: (1) Everyday life makes sense, (2) children draw upon sensemaking resources in their everyday lives that help them understand the world, and (3) a primary challenge for educators is taking advantage of children’s existing sensemaking resources while introducing new disciplinary sensemaking practices and ideas. My approach contrasts with approaches that emphasize children’s inability, their misconceptions, or “deficits”. Instead, I assume that it is the researcher’s responsibility to understand the ways that the participants’ activity makes sense and is well adapted to their experiences. In this way, my research aligns with asset-based approaches, expanding representations of children’s sensemaking repertoires to better understand a broader array of young children’s resources for learning science. Additionally, I do n...

Hybrid Argumentation in Literature and Science for K–12 Classrooms

Broadening Conceptualizations of Learning: Fix-It-Foxing as a Practice for *Learning From* and *Learning With

First and second grade students in a technology-based immersive learning environment collaborativ... more First and second grade students in a technology-based immersive learning environment collaboratively created and performed dances as an embodied form of sensemaking to reinforce scientific learning. Providing verbal and gestural feedback on a dance synthesized embodied, enactive, and cognitive practices. Students watching dances used gesture where their vocabulary was no longer adequate to describe their scientific understanding. We argue that legitimizing multimodal forms of expression expands on students’ collaborative reasoning tools.

This paper documents the naturally occurring ways in which very young children encounter opportun... more This paper documents the naturally occurring ways in which very young children encounter opportunities for inquiry in their everyday lives. Understanding these early childhood practices is a necessary first step in drawing on these practices as resources for science inquiry learning. Using approximately 35 hours of interactional video data of a two- year-old girl in home and preschool settings, I describe the inquiry practices in which she engages at home, particularly how she orchestrates adult support for inquiry, and how she draws on aspects of her home inquiry practice in school. Based on her everyday experiences with inquiry and the common interactional arrangements of home and school environments, I suggest ways for conceiving of each setting as having affordances for the support of science inquiry among very young children.

Tracing bodies through liminal blends in a mixed reality learning environment

International Journal of Science Education, 2020

ABSTRACT While research on embodied learning sheds light on the body’s role during science learni... more ABSTRACT While research on embodied learning sheds light on the body’s role during science learning, there is a lack of understanding of how the body is drawn upon in subsequent learning interactions. We seek to understand how the body supports cognition and learning during and after embodiment. We elaborate upon the liminal blends framework (Enyedy, N., Danish, J. A., & DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality learning environment. International Journal of Computer-Supported Collaborative Learning, 10(1), 7–34.) to understand how many resources are taken up, blended together, and progressively refined towards canonical scientific understanding. By tracing the body, we demonstrate that embodied experiences are never ‘erased.’ Instead, although students find ways to articulate understanding that do not require movement, they nonetheless derive meaning from prior embodied activity. Young children exceed expected grade level understanding in part because their capability as embodied reasoners is privileged for learning. In addition to expanding liminal blends theory, we suggest implications for designing technology-enhanced environments and science learning. Across all audiences, findings suggest the importance of privileging an array of sensemaking resources often excluded from classrooms, and the importance of students mapping multiple representational forms to develop conceptual understanding of science phenomena

We demonstrate how a Mixed Reality (MR) environment supported blending semiotic resources with em... more We demonstrate how a Mixed Reality (MR) environment supported blending semiotic resources with embodied representations of water particle motion. Our analysis demonstrates the importance of a) providing a rich set of resources, b) the centrality of the body as a sensemaking resource, c) supporting students in iterative inquiry, and d) helping students to transition from unique classroom resources like MR into more normative accounts.

Young children participating in inquiry: Moments of joint inquiry and questioning practices at home and in school

Learners as phenomena: Expansive inquiry as students embody water particles

Learning, Culture and Social Interaction, 2021