#997: Cultivating Multilingual Youths’ Epistemic Agency and Science Identity Via Relational Re-Mediation in Science Garden Activities

This 3-year study explores undergraduates’ efforts to support the science learning of multilingual learners (MLLs; age 7-12) from three Spanish-speaking families through ongoing home garden activities. This study found (1) family members’ initial positioning influenced MLLs’ epistemic agency; (2) undergraduates’ facilitation of science activities re-mediated systems of learning relationships to promote epistemic agency; and (3) MLLs developed nascent science identities, using science practices and ideas for their own purposes.