Using Critical Case Studies to Cultivate Inservice Teachers’ Critical Science Consciousness

Citation
Print Friendly, PDF & Email

Crabtree, L.M., & Stephan, M. (2021). Using critical case studies to cultivate inservice teachers’ critical science consciousness. Innovations in Science Teacher Education, 6(1). Retrieved from https://innovations.theaste.org/using-critical-case-studies-to-cultivate-inservice-teachers-critical-science-consciousness/

by Lenora M. Crabtree, University of North Carolina Charlotte; & Michelle Stephan, University of North Carolina Charlotte

Abstract

Culturally relevant and responsive science instruction includes support of students’ socio-political, or critical, consciousness. A lack of experience with marginalization, and limited attention to critical perspectives in science content and methods courses, however, may leave educators ill-equipped to address intersections of diversity, equity, and science instruction. Curriculum is needed that supports critical consciousness development among science teachers and their students. We describe an innovation, a critical inquiry case study, designed to address this essential facet of culturally relevant pedagogy. Design research methodology guided our development of an interrupted, historical case study employed as part of a four-day professional development workshop for secondary science teachers. In addition to provoking critical awareness and agency, the case study was designed to highlight ways that science itself may create or perpetuate inequities, or serve as a tool for liberation, a content-specific construct we call critical science consciousness. Implementation of the critical case study and participating teachers’ interactions with case materials are described. In addition, we highlight learning goals developed to support critical science consciousness and provide insights into ways teachers exhibited growth in each area. Teachers report heightened understanding of the role science plays in perpetuating inequities, transformations in ways they think about systemic inequities that impact students and families, and growing awareness of the possibilities inherent in teaching science for liberation.

Innovations Journal articles, beyond each issue's featured article, are included with ASTE membership. If your membership is current please login at the upper right.

Become a member or renew your membership

References

Allchin, D. (2000). How not to teach historical cases in science. Journal of College Science Teaching30(1), 33.

Atwater, M. M., Freeman, T. B., Butler, M. B., & Draper-Morris, J. (2010). A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of science. International Journal of Environmental and Science Education, 5, 287-318.

Bollett, A. (1992). Politics and pellagra: The epidemic of pellagra in the U.S. in the early twentieth century. The Yale Journal of Biology and Medicine, 65, 211-221.

Brown, B. A., Boda, P., Lemmi, C., & Monroe, X. (2019). Moving culturally relevant pedagogy from theory to practice: Exploring teachers’ application of culturally relevant education in science and mathematics. Urban Education, 54, 775-803.

Campbell, A., Skvirsky, R., Wortis, H., Thomas, S., Kawachi, I., & Hohmann, C. (2014). NEST 2014: Views from the trainees – Talking about what matters in efforts to diversify the STEM workforce. CBE-Life Sciences Education, 13, 587-592.

Chacko, E. (2005). Understanding the geography of pellagra in the United States: The role of social and place-based identities. Gender, Place & Culture12, 197-212.

Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.

Crenshaw, K. W. (1990). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241.

DeCoito, I., & Fazio, X. (2017). Developing case studies in teacher education: Spotlighting socio-scientific issues. Innovations in Science Teacher Education, 2(1). Retrieved from https://innovations.theaste.org/developing-case-studies-in-teacher-education-spotlighting-socioscientific-issues/

Erduran, S., & Dagher, Z. R. (2014). Reconceptualizing the nature of science for science education. Dordrecht, The Netherlands: Springer.

Etheridge, E. (1972). The butterfly caste: A social history of pellagra in the South. Westport, CT: Greenwood Publishing.

Friere, P. (2000). Pedagogy of the oppressed. New York, NY: Bloomsbury Academic.

Garibay, J. (2015). STEM students’ social agency and views on working for social change: Are STEM disciplines developing socially and civically responsible students? Journal of Research in Science Teaching, 52, 610-632.

Giroux, H. (2011). On critical pedagogy. New York, NY: Bloomsbury.

Goldberger, J. (1916). The transmissibility of pellagra: Experimental attempts at transmission to the human subjects. Public Health Reports, 31, 3159-3173.

Goldberger, J., Waring, C. H., & Willets, D. G. (1915). The prevention of pellagra: A test of diet among institutional inmates. Public Health Reports (1896-1970), 3117-3131.

Goldberger, J., & Wheeler, G. A. (1920). The experimental production of pellagra in human subjects by means of diet. In J. Goldberger (Ed.), Goldberger on pellagra. (pp. 54-94). Baton Rouge, LA: Louisiana State University Press.

Goldberger, J., Wheeler, G., & Sydenstricker, E. (1920). A study of the relation of diet to pellagra incidence in seven textile-mill communities of South Carolina in 1916. Public Health Reports, 35, 648-713.

Goldberger, J., Wheeler, G., & Sydenstricker, E. (1920). A study of the relation of family income and other economic factors to pellagra incidence in seven cotton-mill villages of South Carolina in 1916. Public Health Reports, 35, 2673-2714.

Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational researcher32(4), 3-12.

Herreid, C., Schiller, N., & Herreid, K. (2012). Science stories: Using case studies to teach critical thinking. Arlington, VA: NSTA Press.

Horton, K. (2015). Martyr of Loray Mill: Ella May and the 1929 textile workers strike in Gastonia, North Carolina. Jefferson, NC: McFarland and Company, Inc.

Johnson, C. C. (2011). The road to culturally relevant science: Exploring how teachers navigate change in pedagogy. Journal of Research in Science Teaching48, 170-198.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.

Ladson-Billings, G. (2000). Put up or shut up: The challenge of moving from critical theory to critical pedagogy (A formative assessment). In D. Hursh & E. W. Ross (Eds.), Democratic social education: Social studies for social change. (pp. 149-164). New York, NY: Routledge.

Ladson-Billings, G. (2011). Yes, but how do we do it? Practicing culturally relevant pedagogy. In J. Landsman & C. Lewis (Eds.), White teachers/diverse classrooms: Creating inclusive schools, building on students’ diversity and providing true educational equity. (pp. 33-46). Sterling, VA: Stylus.

Ladson-Billings, G. & Tate IV, W. (1995). Toward a critical race theory of education. Teacher’s College Record97(1), 47-68.

Marks, H. (2003). Epidemiologists explain pellagra: gender, race, and political economy in the work of Edgar Sydenstricker. Journal of the History of Medicine and Allied Sciences, 58(1), 34-55.

Madkins, T., & de Royston, M. (2019). Illuminating political clarity in culturally relevant science instruction. Science Education, 103, 1319-1346.

NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.

Rajakumar, K. (2000). Pellagra in the United States: a historical perspective. Southern Medical Journal, 93, 272-277.

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Simon, M. (2000). Research on mathematics teacher development: The teacher development experiment. In A. E. Kelly & A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 335-359). Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.

Stephan, M., & Cobb, P. (2013). Teachers engaging in mathematics design research. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Illustrative cases (pp. 277-298). Enschede, the Netherlands: SLO.

Suriel, R. L., & Atwater, M. M. (2012). From the contribution to the action approach: White teachers’ experiences influencing the development of multicultural science curricula. Journal of Research in Science Teaching, 49, 1271-1295.

Thoman, D.B., Brown, E.R., Mason, A.Z., Harmsen, A.G., & Smith, J.L. (2015). The role of altruistic values in motivating underrepresented minority students for biomedicine. BioScience, 65, 183-188.

Underwood, J. B., & Mensah, F. M. (2018). An investigation of science teacher educators’ perceptions of culturally relevant pedagogy. Journal of Science Teacher Education29, 46-64.

 

Enacting Wonder-infused Pedagogy in an Elementary Science Methods Course

Citation
Print Friendly, PDF & Email

Gilbert, A., & Byers, C.C. (2020). Enacting wonder-infused pedagogy in an elementary science methods course. Innovations in Science Teacher Education, 5(1). Retrieved from https://innovations.theaste.org/enacting-wonder-infused-pedagogy-in-an-elementary-science-methods-course/

by Andrew Gilbert, George Mason University; & Christie C. Byers, George Mason University

Abstract

Future elementary teachers commonly experience a sense of disconnection and lack of confidence in teaching science, often related to their own negative experiences with school science. As a result, teacher educators are faced with the challenge of engaging future teachers in ways that build confidence and help them develop positive associations with science. In this article, we present wonder-infused pedagogy as a means to create positive pathways for future teachers to engage with both science content and teaching. We first articulate the theoretical foundations underpinning conceptions of wonder in relation to science education, and then move on to share specific practical activities designed to integrate elements of wonder into an elementary methods course. We envision wonder-infused pedagogy not as a disruptive force in standard science methods courses, but rather an effort to deepen inquiry and connect it to the emotive and imaginative selves of our students. The article closes with thorough descriptions of wonder related activities including wonder journaling and a wonder fair in order to illustrate the pedagogical possibilities of this approach. We provide student examples of these artifacts and exit tickets articulating student experiences within the course. We also consider possible challenges that teacher educators may encounter during this process and methods to address those possible hurdles. We found that the process involved in wonder-infused pedagogy provided possibilities for future teachers to reconnect and rekindle a joyful relationship with authentic science practice.

Innovations Journal articles, beyond each issue's featured article, are included with ASTE membership. If your membership is current please login at the upper right.

Become a member or renew your membership

References

Akerson, V., Morrison. J, & McDuffie, A. (2006). One course is not enough: Preservice elementary teachers’ retention of improved views of nature of science. Journal of Research in Science Teaching, 43, 194–213.

Atkins, L., & Salter, I. (2015). Engaging future teachers in having wonderful ideas. In C. Sandifer and E. Brewe (Eds.). Recruiting and Educating Future Physics Teachers: Case Studies and Effective Practices (pp. 199-213). College Park, MD: American Physical Society.

Bianchi, L. (2014). The keys to wonder-rich science learning. In K. Egan, A. Cant, & G. Judson (Eds.). Wonder-Full education: The centrality of wonder in teaching, and learning across the curriculum (pp. 190–203). New York, NY: Routledge.

Brand, B., & Wilkins, J. (2007). Using self-efficacy as a construct for evaluating science and mathematics methods courses. Journal of Science Teacher Education, 18, 299–317. Retrieved from https://doi.org/10.1007/s10972-007-9038-7

Bybee, R. (2015). The BSCS 5E instructional model: Creating teachable moments. Arlington, VA: NSTA Press.

Bybee, R. (2002). Learning Science and the Science of Learning. Arlington, VA: National Science Teacher Association Press.

Carson, R. (1965). The sense of wonder. New York, NY: Harper and Row.

Cobb, E. (1977). The ecology of imagination in childhood. New York, NY. Columbia University Press.

Cox, B. (2011). Wonders of the universe. London, England: Harper Collins.

Egan, K. (2005). An imaginative approach to teaching. San Francisco, CA: Jossey-Bass.

Einstein, A. (1931). Living philosophies. New York, NY: Simon & Schuster.

Gilbert, A. (2009). Utilizing science philosophy statements to facilitate K-3 teacher candidate’s development of inquiry-based science practice. Early Childhood Education Journal, 36(5), 431-438.

Gilbert, A. (2013). Using the notion of ‘wonder’ to develop positive conceptions of science with future primary teachers. Science Education International, 24(1), 6-32. Retrieved from: http://www.icaseonline.net/sei/march2013/p1.pdf

Gilbert, A. & Byers, C. (2017). Wonder as a tool to engage preservice elementary teachers in science learning and teaching. Science Education. 101(6), 907-928. Retrieved from https://doi.org/10.1002/sce.21300

Hadzigeorgiou, Y. (2012). Fostering a sense of wonder in the science classroom. Research in Science Education, 42(5), 985–1005. Retrieved from https://doi.org/10.1007/s11165-011-9225-6

Hadzigeorgiou, Y. (2016). Imaginative science education: The central role of imagination in science education. Cham, Switzerland: Springer International.

Kenny, J. (2012). University-school partnerships: Preservice and in-service teachers working together to teach primary science.  Australian Journal of Teacher Education, 37(3), 57-82.

Llewellyn, D. (2002). Inquire Within: Implementing Inquiry Based Science Standards. California, USA: Corwin Press.

Mangiaracina, M. (2017). When is melting not really melting? Building explanations through exploration using an engaging toy. Science and Children, 55(4), 61-66.

NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington DC: National Academies Press.

Piersol, (2014). Our hearts leap up: Awakening wonder within the classroom. In K. Egan, A. Cant, & G. Judson (Eds.). Wonder-Full education: The centrality of wonder in teaching, and learning across the curriculum (pp. 3-21). New York, NY: Routledge.

Schinkel, A. (2017). The educational importance of deep wonder. Journal of Philosophy of Education, 51(2), 538–553. Retrieved from https://doi.org/10.1111/1467-9752.12233

Trotman, D. (2014). Wow! What if? So what?: Education and the imagination of wonder: Fascination, possibilities and opportunities missed. In K. Egan, A. Cant, & G. Judson (Eds.). Wonder-Full education: The centrality of wonder in teaching, and learning across the curriculum (pp. 22-39). New York, NY: Routledge.

Tytler, R. (2007). Re-imagining Science Education Engaging students in science for Australia’s future. Camberwell, VIC: Australian Council for Educational Research.

Van Aalderen-Smeets, S., Walma Van Der Molen, J., & Asma, L. (2011). Primary teachers’ attitudes toward science: A new theoretical framework. Science Education, 96, 158–182. Retrieved from https://doi.org/10.1002/sce.20467

Whitin, P., & Whitin, D. (1997). Inquiry at the window: Pursuing the wonders of learners. London: Heinemen.