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ERIC Number: EJ1396329
Record Type: Journal
Publication Date: 2023
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1046-560X
EISSN: EISSN-1573-1847
"This Type of Teaching Moves beyond Academic Achievement on Tests as the Only Measure of a Good Science Education and Student Achievement": Exploring Pre-Service Science Teachers' Conceptualizations of Justice-Centered Science Pedagogy through a Class Social Justice Project
Steele, David; Jeong, Sophia
Journal of Science Teacher Education, v34 n5 p478-496 2023
Science content, teaching, and teacher preparation are all political acts. However, accepting the political nature of science as well as that of science teaching has proven to be a hard shift for many in the science community. In this paper, we suggest a shift away from an apolitical teaching of science toward a system of practices that transforms the purposes of science education through a justice-centered science pedagogy approach. For science teachers to engage their students in this type of transformative teaching and learning, we argue that the science teachers themselves need to be immersed in conditions under which their learning experiences foregrounds the transformative power of justice centered science pedagogy. In this study, we explore a residency program, and in particular, a secondary science methods course in which pre-service teachers engaged in a social justice project exploring social justice science issues to illustrate preservice teachers' conceptualizations of justice-centered science teaching and learning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A