Shondricka Burrell

Temple University, College of Education

Shondricka Burrell is a Ph.D. candidate and is engaged in quasi-experimental research in K-12 and college settings. Shondricka has also been named a Jhumki Basu Scholar by the National Association for Research in Science Teaching (NARST) and is a Community for Advancing Discovery Research in Education (CADRE) fellow.

Dissertation Title: Towards a geoscience pedagogy: A socio-cognitive model

Disseration Abstract: Geospatial and historic land use data confirm a disproportionate environmental risk to benefit ratio for poor and marginalized communities. Yet the children attending schools in these communities lack access to science curricula that facilitates learning the science content underlying their lived experience, and the investigative practices to explore it. To address this gap in educational access, Shondricka has designed a water-quality themed transformative learning experience grounded in the socio-cognitive constructs of interest development, self-efficacy, and knowledge retention. Using a convergent parallel design within a pragmatic paradigm she has collected both quantitative and qualitative data to examine the following research questions: (1) for students who experience instruction that facilitates transformative learning, does this pedagogical approach lead to desired learning outcomes with respect to student interest, self-efficacy to learn Earth science, and knowledge?; (2) do these learning outcomes differ for students who express more as compared to less awareness of community level exposure to environmental toxins?; and (3) what do students’ written responses during transformative instruction reveal about their perceptions of value, relevance, and application of Earth science content? This dissertation research presents a paradigm of science education of access to relevant, useful, and actionable Earth science content and scientific practices. Findings from this work have the potential to advance our collective understanding of the socio-cognitive factors that contribute to science students’ learning with theoretical implications for both the geoscience and science education research communities, and implications for practice for the K-12 community.