Strand 6 Stand-alone Paper Set

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221 Reimagining Science Capital through Accessible Museum Experiences for Brazilian Blind and Deaf Visitors Gabriela Sehnem Heck ORCID iD1; Jessica Norberto Rocha ORCID iD2 1Federal University of Rio Grande do Sul (UFRGS); Porto Alegre; Rio Grande do Sul; Brazil. 2CECIERJ foundation; Rio de Janeiro; Rio de Janeiro; Brazil Abstract This empirical study explores how accessible science museum experiences can foster and expand the Science Capital of people with sensory disabilities. Through a qualitative case study conducted in a Brazilian science and technology museum; five adults; three blind and two Deaf; engaged in a guided visit to a climate change exhibition. This exhibition provided multisensory and bilingual resources; including audio description and videos in Brazilian Sign Language (Libras). Data were collected through pre- and post-visit interviews; Science Capital Index questionnaires administered before and after the visits; and observations of the visits. The data was triangulated and its thematic analysis revealed three core categories: (1) Mechanisms of In/Exclusion in Museums and Science; (2) Scientific Content in Context; and (3) Attitudes; Values; and Science-Related Dispositions. Findings demonstrate that accessibility fosters scientific engagement; promotes identity shifts; and transforms participants' perceptions of who can be a scientist. The comparison of the scores of the Science Capital Index questionnaires indicates an increase for all participants; reflecting a gain in scientific knowledge and shifts in their perceptions; understandings of science; and their scientific identity. This study contends that science education must be reimagined with accessibility as a creative and justice-oriented foundation; rather than an afterthought. Strands Strand 6: Science Learning in Informal Contexts 232 "Look; I Am Bendy": Embodied; Constructionist STEM Learning During a Biomedical Engineering Activity Zahra Baradaran Shoraka ORCID iD; Kay Ramey University of Iowa; Iowacity; Iowa; USA Abstract This study examines how 10 elementary students (ages 8–11) engaged in an engineering design activity to explore the role of biomedical engineers. Students constructed spine models; designed prosthetic discs; and tested materials via compression and bending tasks. Pre- and post-surveys showed increased understanding of what biomedical engineers do (from 10% to 90%) and greater interest in engineering as a career (from 30% to 60%). Drawing on constructionist and embodied learning theories; our video analysis; using reflexive thematic analysis; revealed four themes: developing an engineering mindset; embodied learning and anatomical exploration; exploring material properties through interaction; and social collaboration and peer feedback. These findings suggest that constructionist and embodied learning approaches are effective in cultivating engineering mindsets; facilitating the learning of anatomical concepts; and strengthening engineering interests among young learners. Strands Strand 6: Science Learning in Informal Contexts 403 Barriers and Supports in Rural Informal STEM Learning: A Sociocultural and Structural Perspective Julia S Moro; Devan Jones University of South Carolina; Columbia; South Carolina; USA Abstract This theoretical study examines how sociocultural and structural factors shape participation and engagement in rural informal STEM learning (ISL) environments. Drawing on Vygotsky's sociocultural learning theory; the analysis synthesizes literature from three thematic frameworks: (1) informal STEM learning; (2) structural and rural barriers; and (3) sociocultural perspectives on learning. Findings indicate that programs integrating cultural relevance; community-based designs; and strong family involvement foster sustained participation among marginalized learners. Addressing rural inequities requires both infrastructure-level solutions; such as policy reform; transportation access; and internet connectivity; and place-based strategies that leverage community assets; including intergenerational ties and local knowledge. Culturally aligned program designs that reflect community values and lived experiences can strengthen STEM identity and persistence. Limitations within the literature highlight the need for more longitudinal; multi-site; and resource-diverse studies. This work offers a strengths-based conceptual model for rural STEM engagement; linking equity-focused program design to policy and practice. For educators; researchers; and policymakers; it provides actionable strategies for fostering culturally relevant; accessible; and equitable STEM learning opportunities that align with the realities of rural communities. Strands Strand 6: Science Learning in Informal Contexts 517 Productive Talk as Identity Work in a Virtual STEM Program for Girls of Color. Sharon Amaka Ndubuisi ORCID iD1; Kadijah Zogheib ORCID iD1; Valerie Dada2 1Florida State University; Tallahassee; Florida; USA. 2Babcock University; Ilishan; Ogun; Nigeria Abstract In the evolving landscape of science education; fostering identity-affirming learning spaces has become essential; especially for historically marginalized youth in STEM. This qualitative study examines how productive and accountable talk moves supported science learning and STEM identity development for girls of color in a virtual informal STEM program designed as a counterspace. To attend to this gap; this study explores discourse practices in an informal virtual setting. Drawing on six interactive sessions with diverse female STEM role models; we analyzed transcripts and chat interactions through the lens of productive talk and science identity frameworks. Discourse analysis focused on talk moves such as revoicing; pressing for reasoning; and encouraging peer contributions. Findings suggest that talk moves; used by both role models and participants; helped cultivate recognition; belonging; and competence in STEM. Girls engaged in scientific reasoning affirmed one another; and connected lived experiences to science concepts; positioning themselves as capable and valued STEM thinkers. These findings highlight the power of intentional discourse in informal virtual environments to challenge deficit narratives and foster identity work alongside science learning. Strands Strand 6: Science Learning in Informal Contexts