Using Expansive Framing to Enhance Personal Relevancy and Engagement in Science

Main Article Content

Jeffrey Daniel Radloff http://orcid.org/0000-0003-2625-6963 Anthony Chase

Abstract

Indiana science standards conceptualize science, engineering, and computer science towards two main goals: preparing students with adequate knowledge and skills to pursue science careers, and helping students develop into scientifically literate citizens capable of fully engaging with socio-scientific issues. Meeting these goals requires an understanding of how to contextualize science skills and content for application outside the classroom: teaching beyond the test towards students' future needs and interests. They need to make connections between science taught in the classroom with their own lives. One strategy for doing so is by utilizing expansive framing, a way of making this connection more tangible towards increasing relevancy and engagement with science. Here, we discuss expansive framing, how it works, and how it can be easily utilized in the K-12 science classroom. We follow up with considerations and implications for effective science teaching and learning.

Article Details

Section
Curriculum & Learning Environments
Author Biography

Jeffrey Daniel Radloff, Purdue University West Lafayette

I am currently a graduate student and research assistant in the Science Education Ph.D. program at Purdue University in West Lafayette, working as part of the Science Learning through Engineering Design (SLED) team. My research interests and work lie in engineering design-based science teaching, nature of science, and social justice and equitability issues in science education.