In this exploratory qualitative case study, we sought to develop a better understanding of beginning teachers' (Scholars) ideas about justice-oriented science teaching. Data were collected from participants from the same secondary teacher education program with an overarching mission of social justice. The study spanned two academic years,…

We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as…

For some time, scholars who are guided by critical theories and perspectives have called out how white supremacist ideologies and systemic racism work to (re)produce societal inequities and educational injustices across science learning contexts in the United States. Given the sociopolitical nature of society, schooling, and science education, it…

LGBTQ+ individuals face discrimination and stigma in academic biology. These challenges are likely magnified for graduate students. However, there have been no studies documenting the experiences of LGBTQ+ life sciences graduate students. To address this gap, we conducted an interview study of 22 biology PhD students from 13 universities across…

Integrating social issues into biology courses may be of particular interest for educators seeking to create inclusive science environments that support diverse populations. This social justice-focused service-learning project extended a partnership between a social justice institute and a nonprofit organization into an undergraduate introductory…

Scholars note that teacher preparation is a critical part of addressing equity and justice in K-12 school settings (Goodwin & Darity, 2019; Kretchmar & Zeichner, 2016; Zeichner et al., 2016). However, despite efforts to make teacher education programs more equitable and diverse, many continue to underprepare preservice teachers to center…

Teacher education has made strides towards preparing preservice teachers with ambitious visions and teaching practices through the use of core practices, specifically the Ambitious Science Teaching (AST) framework (e.g. Kang & Windschitl, 2018). However, there is an argument in the field about whether the AST framework can support…

Advancing equity and justice in undergraduate biology education requires research to address the experiences of disabled students. Scholars working in disability studies have developed models of disability that inform Discipline-Based Education Research (DBER). To date, DBER literature has been predominantly informed by the medical and social…

Teacher education programs must prepare their preservice science teachers to center social justice and to meet the academic needs of culturally, racially, and linguistically diverse students, as justice-centered discourses are traditionally absent from science classrooms yet integral to the teaching and learning of rich and relevant phenomena. In…

Using critical race structuralism (CRS), a new contribution, as well as primary and secondary data, this article explores the role of science in teaching social justice issues in urban education. In the United States, a teaching workforce, which is predominately White, middle class, and female, intersects with an increasingly diverse student…

In life history methodologies, 'human' lives appear to take primacy over other lives. Within science education literature, life history methods often are approached as reflective tools to make meaning out of teachers' pedagogical practices and commitments. In the present research, we tinker with life history research, to follow its performative…

Science is often portrayed as a meritocratic endeavor, but university biology programs exhibit high rates of student attrition, particularly among students of Color, despite similar interest and aptitude for science, technology, engineering, and mathematics (STEM) as White students. Culturally relevant pedagogy is associated with student…

Energy literacy is critical for all undergraduate students, particularly for future teachers, as they will guide the next generation toward more just and equitable energy systems. Many pre-service teachers have funds of knowledge (FoK) about energy that can enhance critical thinking about energy systems and inequities. This qualitative study…

The study examined the role of COVID-19 pandemic as a catalyst for fostering reformed pedagogy in science education within the South African context. The prevalence of COVID-19 pandemic compelled teachers as key agents of educational change to fundamentally rethink their pedagogical practices with a view to bring about reformed pedagogy. The study…

Science communication has taken center stage in Science, Technology, Engineering, and Math (STEM) disciplines in the context of public outreach and citizen science. Developing practical communication skills is imperative for all scientists to be highly successful in their careers and more so for underrepresented and Black, Indigenous, and People…