#593: From Doing to Doing Together: A Design Framework for Hands-On and Open Science Engagement in K-5

This conceptual paper explores how hands-on and open science frameworks can be synthesized as design principles for fostering authentic student engagement in science learning. Building on sociocultural and constructivist theories, the paper examines engagement not as compliance or activity, but as participatory meaning-making situated in shared inquiry and collaboration. By integrating literature on embodied learning, democratic participation, and scientific literacy, the paper proposes that combining hands-on and open science approaches supports engagement as both experiential and communal. This paper aligns with the ISLS mission to advance design-based theories of learning through participatory and equitable practices. Four propositions and design principles are presented to guide pedagogical and research innovations that promote more inclusive, participatory, and equitable science education.