Meaningful participation in science and engineering practices requires that students make their thinking visible to others and build on one another's ideas. But sharing ideas with others in small groups and classrooms carries social risk, particularly for students from nondominant groups and communities. In this paper, we explore how students' perceptions of classrooms shape their contributions to classroom knowledge building in science across a wide range of classrooms. We examine the claim that when students feel a sense of belonging in class, they contribute more and perceive their ideas to be more influential in knowledge building. Data comes from classroom exit tickets (n = 10,194) administered in 146 classrooms as part of a 10-state field test of a new middle-school science curriculum, OpenSciEd, which were analyzed using mixed effects models. We found that students' sense of belonging predicted the degree to which they contributed ideas out loud in class (Odds ratio = 1.57) as well as the degree to which they perceived their contributions as influencing others (Odds ratio = 1.53). These relationships were particularly strong for students who reported a lower a sense of belonging. We also found significant differences by both race and gender in whether students said they contributed and believed their ideas influenced those of others. These findings suggest that a learner's sense of belonging in class and willingness to contribute may be mutually reinforcing, highlighting the need to promote content-specific strategies to foster belonging in ways that support collaborative knowledge building.

中文翻译：

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科学课堂归属感：调查其与学生在知识建构中的贡献和影响力的关系

有意义地参与科学和工程实践需要学生将他们的想法向他人展示，并以彼此的想法为基础。但在小组和课堂上与其他人分享想法会带来社会风险，特别是对于来自非主流群体和社区的学生而言。在本文中，我们探讨了学生对课堂的看法如何影响他们对各种课堂科学课堂知识建设的贡献。我们研究了这样一种说法，即当学生在课堂上感受到归属感时，他们会做出更多贡献，并认为自己的想法对知识构建更具影响力。数据来自 146 个教室的教室出口票 ( n  = 10,194)，这是新的中学科学课程 OpenSciEd 在 10 个州进行的现场测试的一部分，并使用混合效应模型进行了分析。我们发现，学生的归属感预测了他们在课堂上大声贡献想法的程度（优势比 = 1.57），以及他们认为自己的贡献影响他人的程度（优势比 = 1.53）。对于归属感较低的学生来说，这些关系尤其强烈。我们还发现，不同种族和性别的学生在是否表示自己做出了贡献以及是否相信自己的想法影响了他人的想法方面存在显着差异。这些发现表明，学习者的课堂归属感和贡献意愿可能是相辅相成的，强调需要促进针对特定内容的策略，以支持协作知识构建的方式培养归属感。