Learning outcomes for presentation (at least 3)
- Attendees will discover innovative strategies for integrating issues of social justice into a teacher education science methods course.
- Attendees will explore various examples of 5E inquiry-based science lesson plans containing social justice standards.
- 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
- Introduction
- Innovative Approaches to Teaching Course
- Theoretical Frameworks
- Honors Projects Showcase
- Lessons Learned
- Limitations & Challenges
- 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
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Science and Mathematics Education Commons
Tell us how this article helped you.
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.
