In this article, we describe the redesign of a secondary science teacher preparation program. The goal of the redesign was to help preservice teachers in the program become more justice-oriented science teachers. We describe the impetus for the redesign and how we went about redesigning the program through an iterative process of conjecture mapping (Sandoval, 2014), and we highlight important elements of the program. Ultimately, we argue that teacher preparation programs can draw upon practice-based teacher education and critical whiteness pedagogy to assist preservice teachers in becoming justice-oriented science teachers. By blending practice-based teacher education and critical whiteness pedagogy, preservice science teachers can practice being justice oriented, helping them become novice critical whiteness ambitious science teachers.
- Categories: Biological Sciences, Biology, Chemistry, Earth/Space Science, Elementary Education, Engineering, Environmental Science, High School, Inservice Teacher Preparation, Integrated STEM, Middle School, Physical Sciences, Physics, Preservice Teacher Preparation, and Technology
- Tags: learning, social dimensions, socioscientific issues, and teaching
- Publication: Issue 2 and Volume 8
The Socioscientific Issues Teaching and Learning (SSI-TL) framework is a guide for developing an instructional approach to learning experiences focused on socioscientific issues (SSI). Despite the potential benefits of SSI learning, teachers often struggle to implement this approach in their classrooms (Sadler et al., 2006; Saunders & Rennie, 2013), and one of the most prominent reasons for this struggle is science teacher concerns and hesitation associated with incorporating social dimensions of the issues into their instruction (Friedrichsen et al., 2021). The purpose of this article is to provide science teacher educators with tools to help teachers better manage the integration of the social dimensions of SSI in issues-based teaching. In doing so, we suggest an expansion of the SSI-TL framework such that it more explicitly highlights pathways for focusing on the social dimensions of SSI within science learning environments. These pathways emerged as a result of a joint effort with nine high school science teachers as they developed a unit related to COVID-19; however, the pathways support science teachers as they implement science learning experiences that provide opportunities to negotiate social dimensions across most SSI. The pathways include systems mapping, connecting analysis to policy positions, media literacy, and social justice. We present how following each pathway integrates the social dimension of the focal issue, an example from the COVID-19 unit, evidence of success, and future considerations for science teacher educators as they help classroom teachers adopt an SSI approach.
This article showcases a lesson for preservice teachers designed to better prepare them in making instructional choices that support teaching and learning about complex socioscientific issues (SSI). Many of society’s most pressing social issues require the understanding and application of scientific knowledge. To do so, individuals must navigate not only the scientific dimensions of the issue, but also the moral considerations that arise from the application of scientific knowledge to these complex issues. We begin this article with a discussion of a framework for effective SSI-based teaching followed by a discussion of the unique challenges to teaching and learning that are posed by engaging students with complex, moral issues such as SSI. We then outline a lesson in which preservice teachers were exposed to two example SSI-based lessons. One lesson was designed to exacerbate challenges associated with engaging with morally fraught issues, whereas the other was designed to mitigate these challenges. Throughout this experience, students were encouraged to reflect on their experiences from their perspective as students and as developing teachers. This article concludes with recommendations for practitioners who may wish to implement this lesson, including suggestions for possible adaptations.
- Categories: Biological Sciences, Biology, Chemistry, Earth/Space Science, Elementary Education, Engineering, Environmental Science, Integrated STEM, Physical Sciences, Physics, Preservice Teacher Preparation, and Technology
- Tags: diversity, equity, science writing, STEM literacy, and teacher preparation
- Publication: Issue 2 and Volume 8
To inspire change in the world, scientists must be agile communicators who can persuade different audiences around the globe. Persuasive science writing must reflect an understanding of how culture and language influence audiences in different ways. Examples of scientific writing designed for different audiences around the globe include pamphlets describing safe masking practices or public-service announcements about climate change. Preservice teachers must prepare the next generations of scientists to think of science content in conjunction with communication. This has created a high demand for university programs to prepare preservice teachers to teach elementary students how to create persuasive science writing. The International Science Text Analysis Protocols (ISTAP) teaching methodology was designed to help preservice teachers guide elementary students to develop tools for creating persuasive science writing. This article details how university programs may use ISTAP to support preservice teachers before, during, and after school placements. As linguistic and cultural diversity within science classrooms in the United States continues to expand, students will bring diverse resources into conversations centering on persuasive science writing. As university faculty guide preservice teachers through ISTAP, they are emphasizing diversity within science classrooms and supporting equity within STEM.
Providing ongoing support for inservice teachers is a challenge faced by school districts, educational organizations, and colleges of education everywhere. In this article, we describe a partnership between a community-based educational organization and educational researchers designed to provide professional development and support for science and math teachers while also supporting youth participating in a summer STEM program. Originating from an identified need of the community organization to better support youth STEM identity in their programming and rooted in a framework of STEM identity and equity in STEM, this partnership leveraged resources from different groups and was shown to be beneficial to the community organization, educational researchers, teachers, and youth. It this article, we discuss the logistics of this partnership and how it was implemented during a summer program, provide outcomes from youth and teachers, and include suggestions for the development of similar partnerships.
The Covid-19 pandemic resulted in a pivot to online instruction for our university and the surrounding K–12 schools. The instructors of the Classroom Interactions course faced the challenge of developing an online version of a course we had never taught that included a class-based field experience. During the fall semester, we struggled to recruit secondary students to participate in preservice teacher (PST) lessons, so we invited homeschool students to participate in the spring semester. This article outlines our approach to inviting homeschool students to participate in online PST-developed lessons. We outline our approach to utilizing the 5 Practices for Orchestrating Task-Based Discussions in Science (Cartier et al., 2013) to develop lessons, and we share PST and parent feedback on the experience. Additionally, we share the lessons we learned from this experience and suggestions for other teacher educators who may be interested in inviting homeschool students to participate in PST-developed field experiences. PSTs were able to focus on their lesson objective, instruction, and discourse moves for leading productive discussions because the PSTs and students did not experience many of the typical classroom distractions or behavioral issues that can occur during in-person learning in a school setting. Teacher educators interested in having more autonomy and input into how course-based field placements are implemented are encouraged to explore options to include homeschool students in-person or virtually.
The importance of attending to teachers’ transition from student to teacher (i.e., induction period) is increasingly recognized. This article describes efforts to develop, implement, and iteratively revise a mentoring program for beginning secondary science and mathematics teachers. We explain the conceptualization of the program in terms of four dimensions of teachers’ professional practice and varying mentoring approaches and formats. Examples of mentoring program components illustrate the program design. Lessons learned from the first 2 years are explored utilizing participant data as evidence. Plans for our program are discussed as well as implications for other teacher education programs.
In this article, we discuss a novel approach to course-based undergraduate research experiences (CURE) by exploring the impact of a near-peer configuration within three courses: the Elementary Science Education and Secondary Science Methods courses for education students and the Dimensions of Biodiversity course for students in the biological sciences. We were interested in understanding how students from education would benefit from partnering with students from the sciences and vice versa. We discuss our approach to designing and implementing the near-peer approach along with extended details regarding the process for research groups. We used a modified Undergraduate Research Student Self-Assessment (URSSA) to understand how science and science education majors influence one another in developing researcher identity, including scientific literacy and communication skills, after engaging in a near-peer structured CURE. Our results show that most science education students reported increased interest in conducting research in the future and some biology students reported an increased interest in teaching science. Logistical and interpersonal relationships were noted as the primary adverse challenges to implementation. Future programming and research efforts should expand to include other scientific disciplines and pay close attention to interpersonal dynamics, especially during the matchmaking phase.
The phrase "funds of knowledge" refers to a contemporary science education research framework that provides a unique way of understanding and leveraging student diversity. Students’ funds of knowledge can be understood as the social relationships through which they have access to significant knowledge and expertise (e.g., family practices, peer activities, issues faced in neighborhoods and communities). This distributed knowledge is a valuable resource that might enhance science teaching and learning in schools when used properly. This article aims to assist science methods instructors and secondary classroom teachers to better understand funds of knowledge theory and to provide numerous examples and resources for what this theory might look like in practice.
- Categories: Biological Sciences, Biology, Chemistry, Earth/Space Science, Environmental Science, High School, Inservice Teacher Preparation, Integrated STEM, Middle School, Physical Sciences, Physics, and Preservice Teacher Preparation
- Tags: alternatively certified science teachers, socially relevant science education, and sustainability education
- Publication: Issue 2 and Volume 6
In today’s society, we face many complex environmental, social, and economic challenges that can be addressed through a lens of sustainability. Furthermore, our efforts in addressing these challenges must be collective. Science education is foundational to preparing students with the knowledge, skills, and dispositions to engage in this work in professional and everyday capacities. This article describes a teacher education project aimed at preparing middle and secondary preservice and alternatively certified science teachers to teach through a lens of sustainability. The project was embedded within a middle and secondary science teaching methods course. Work produced by the teacher candidates, including case-study research presentations and week-long instructional plans, is described.