Case: When the Sun Doesn’t Shine

Abstract

With support from a local science center Mr. Harry, a fourth-grade teacher at an elementary school in a rural school district, embraced a rare total solar eclipse phenomenon as an informal science learning opportunity for his students. Despite the positive engagement throughout the observation from those who attended, he was concerned about the absence of some of his students. After the event, Mr. Harry was surprised to learn that his students’ diverse cultures, beliefs and previous experiences intersect with their potential science learning experiences. He wondered what he could do differently next time to elicit and navigate these diverse beliefs that play a role in student learning experiences.