Learning outcomes for presentation (at least 3)

  1. Attendees will discover innovative strategies for integrating issues of social justice into a teacher education science methods course.
  1. Attendees will explore various examples of 5E inquiry-based science lesson plans containing social justice standards.
  1. Attendees will examine how discourse and awareness of equity and diversity issues in classroom teaching shapes preservice teacher identity.

Abstract

In this session, the first presenter who is a teacher educator from a historically marginalized group, share their own experiences about what led them to teach their science methods course through the critical lens of social justice and through the theoretical frameworks of culturally responsive education. In addition, the presenter will discuss the tools and strategies utilized for teaching this course and for creating a safe space for preservice teachers’ dialogue and critical reflections about their own lives and experiences, identity, racism, biases, and the systemic and structural oppression among various groups in K-12 education.

Six (6) preservice teachers participated in an honors project in this course. The project involved the development of 5E inquiry-based science lesson plans which incorporates elements of culturally responsive teaching; social justice standards; nature of science (NOS); teaching science to English Learners (ELs); history and impact of female scientists and scientists of color; children’s picture books from the National Science Teachers Association (NSTA); and/or socio-cultural issues that influence science in our everyday world.

During the second part of this session, the preservice teachers will showcase their honors projects and share their experiences and lessons learned to include how this project impacts their perspective on learning their students’ backgrounds and cultures, their own science identity, and how this experience informs their future teaching practices.

Finally, the presenters will discuss the limitations of this project and future recommendations of ways in which we might consider implementing social justice practices in teacher preparation courses.

Session Outline

  1. Introduction
  2. Innovative Approaches to Teaching Course
  3. Theoretical Frameworks
  4. Honors Projects Showcase
  5. Lessons Learned
  6. Limitations & Challenges
  7. Future Recommendations

Time Frame of Presentation

50 minutes

Category

i. Multicultural Education

Session format (lecture, roundtable, or other)

Lecture

Audience

Students, Faculty, Community, Other institutions

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Feb 12th, 11:30 AM Feb 12th, 12:20 PM

Teaching Inquiry-based Science Through the Critical Lens of Social Justice

In this session, the first presenter who is a teacher educator from a historically marginalized group, share their own experiences about what led them to teach their science methods course through the critical lens of social justice and through the theoretical frameworks of culturally responsive education. In addition, the presenter will discuss the tools and strategies utilized for teaching this course and for creating a safe space for preservice teachers’ dialogue and critical reflections about their own lives and experiences, identity, racism, biases, and the systemic and structural oppression among various groups in K-12 education.

Six (6) preservice teachers participated in an honors project in this course. The project involved the development of 5E inquiry-based science lesson plans which incorporates elements of culturally responsive teaching; social justice standards; nature of science (NOS); teaching science to English Learners (ELs); history and impact of female scientists and scientists of color; children’s picture books from the National Science Teachers Association (NSTA); and/or socio-cultural issues that influence science in our everyday world.

During the second part of this session, the preservice teachers will showcase their honors projects and share their experiences and lessons learned to include how this project impacts their perspective on learning their students’ backgrounds and cultures, their own science identity, and how this experience informs their future teaching practices.

Finally, the presenters will discuss the limitations of this project and future recommendations of ways in which we might consider implementing social justice practices in teacher preparation courses.

 

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