Karina Méndez Pérez
Biographic Data
| ID | 5741972 |
|---|---|
| NAME | Karina Méndez Pérez |
| GIVEN NAMES | Karina Méndez |
| FAMILY NAME | Pérez |
| SIGNATURE | PÉREZ K M |
| AFFILIATIONS | The University of Texas at Austin, Austin, TX |
| ORCID | 0000-0003-2818-3390 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Collective (Un)Learning
This study centers the idea that it is not just what science teacher educators (STEs) teach, but how they teach it, that matters. To prepare future teachers who can enact more equitable and transformative reform‐oriented science instruction with multilingual learners, research must explore what STEs are doing, and how, to develop preservice teachers' expansive views of language and understandings around the nuanced ways students might use their d…
Teacher curricular sensemaking
This study explored a middle school science teacher's curricular sensemaking in interaction with their use of an educative storyline curriculum, aligned to the Next Generation Science Standards, that was intentionally designed for more opportunities for students' scientific sensemaking. Using a phenomenological case study methodology, we examined how the focal teacher perceived and resolved (un)certainties in their understanding that emerged in t…
Language Views for Scientific Sensemaking Matter
This synthesis examines recent science education research on multilingual students’ experiences with language-rich science practices. Adopting a translanguaging lens, we explore how researchers’ language conceptualizations impact the science practices they study and the ways multilingual students are positioned. This analysis helps us understand the extent to which recent research is disrupting, or sustaining, minoritizing narratives about multil…
Science in the city
Language Views for Scientific Sensemaking Matter
This synthesis examines recent science education research on multilingual students’ experiences with language-rich science practices. Adopting a translanguaging lens, we explore how researchers’ language conceptualizations impact the science practices they study and the ways multilingual students are positioned. This analysis helps us understand the extent to which recent research is disrupting, or sustaining, minoritizing narratives about multil…
Language Views for Scientific Sensemaking Matter
This synthesis examines recent science education research on multilingual students’ experiences with language-rich science practices. Adopting a translanguaging lens, we explore how researchers’ language conceptualizations impact the science practices they study and the ways multilingual students are positioned. This analysis helps us understand the extent to which recent research is disrupting, or sustaining, minoritizing narratives about multil…
Teacher curricular sensemaking
This study explored a middle school science teacher's curricular sensemaking in interaction with their use of an educative storyline curriculum, aligned to the Next Generation Science Standards, that was intentionally designed for more opportunities for students' scientific sensemaking. Using a phenomenological case study methodology, we examined how the focal teacher perceived and resolved (un)certainties in their understanding that emerged in t…
Science in the city
Collective (Un)Learning
This study centers the idea that it is not just what science teacher educators (STEs) teach, but how they teach it, that matters. To prepare future teachers who can enact more equitable and transformative reform‐oriented science instruction with multilingual learners, research must explore what STEs are doing, and how, to develop preservice teachers' expansive views of language and understandings around the nuanced ways students might use their d…
Pedagogy (3 works) · Science education (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Multilingual Education and Policy (2 works) · Multilingualism (2 works) · Psychology (2 works) · Science Education and Pedagogy (2 works) · Second Language Learning and Teaching (2 works) · Sensemaking (2 works)