Ayça K Fackler
Biographic Data
| ID | 4627920 |
|---|---|
| NAME | Ayça K Fackler |
| GIVEN NAMES | Ayça K |
| FAMILY NAME | Fackler |
| SIGNATURE | FACKLER A K |
| AFFILIATIONS | University of Missouri Columbia Missouri USA |
| ORCID | 0000-0002-8116-4888 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Mentoring that fell apart
Empowering Elementary Preservice Science Teachers
Recent research has focused on innovative instructional shifts that aim to expand what constitutes science and engineering practices, exploring also how they can build on students' diverse language resources in science learning. However, few studies explore the intersections of elementary teacher preparation and the implementation of science and engineering practices through expansive and asset‐based approaches to language use. Through a qualitat…
It's Just a Hot Mess
This paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs’ opportunities to learn. We analyzed pre‐PL interviews with teachers to identify the ways that they framed MLLs from…
TRANSforming language use in science education through trans and queer studies
Recent advancements in research and policy have created promising opportunities for science educators and researchers dedicated to equity and social justice for marginalized learnersi (e.g., National Academies of Sciences, Engineering, and Medicine, 2022). Despite these strides, the issue of epistemic injustice (Kean, 2021), where certain voices are prioritized over others, persists (Bang et al., 2017; Lee & Stephens, 2020; Tolbert et al., 2024).…
‘If you wanted to take this model and throw nitrogen at it, it would fit’
The literature on scientific modelling practices in science education has provided a fruitful discussion on how learners tend to view models vs. how and what they should think about them. One approach is to teach students that models are abstractions so that they do not view them as a copy of phenomena they represent. Although teaching students that models are abstractions is a successful strategy in modelling instruction, we still do not know ho…
When Science Denial Meets Epistemic Understanding
It's Just a Hot Mess
This paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs’ opportunities to learn. We analyzed pre‐PL interviews with teachers to identify the ways that they framed MLLs from…
TRANSforming language use in science education through trans and queer studies
Recent advancements in research and policy have created promising opportunities for science educators and researchers dedicated to equity and social justice for marginalized learnersi (e.g., National Academies of Sciences, Engineering, and Medicine, 2022). Despite these strides, the issue of epistemic injustice (Kean, 2021), where certain voices are prioritized over others, persists (Bang et al., 2017; Lee & Stephens, 2020; Tolbert et al., 2024).…
When Science Denial Meets Epistemic Understanding
‘If you wanted to take this model and throw nitrogen at it, it would fit’
The literature on scientific modelling practices in science education has provided a fruitful discussion on how learners tend to view models vs. how and what they should think about them. One approach is to teach students that models are abstractions so that they do not view them as a copy of phenomena they represent. Although teaching students that models are abstractions is a successful strategy in modelling instruction, we still do not know ho…
Mentoring that fell apart
Empowering Elementary Preservice Science Teachers
Recent research has focused on innovative instructional shifts that aim to expand what constitutes science and engineering practices, exploring also how they can build on students' diverse language resources in science learning. However, few studies explore the intersections of elementary teacher preparation and the implementation of science and engineering practices through expansive and asset‐based approaches to language use. Through a qualitat…
It's Just a Hot Mess
This paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs’ opportunities to learn. We analyzed pre‐PL interviews with teachers to identify the ways that they framed MLLs from…
TRANSforming language use in science education through trans and queer studies
Recent advancements in research and policy have created promising opportunities for science educators and researchers dedicated to equity and social justice for marginalized learnersi (e.g., National Academies of Sciences, Engineering, and Medicine, 2022). Despite these strides, the issue of epistemic injustice (Kean, 2021), where certain voices are prioritized over others, persists (Bang et al., 2017; Lee & Stephens, 2020; Tolbert et al., 2024).…
Mathematics education (6 works) · Psychology (6 works) · Pedagogy (5 works) · Science education (5 works) · Sociology (5 works) · Epistemology (3 works) · Computer Science (2 works) · Multilingual Education and Policy (2 works) · Philosophy (2 works) · Social Psychology (2 works)