Reimagining science teaching and learning: Preparing secondary science teachers as equity advocates, designers, and social change agents
Publication Date
1-1-2020
Document Type
Conference Proceeding
Publication Title
The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4
Editor
M. Gresalfi and I. S. Horn
First Page
2141
Last Page
2148
Abstract
This research explores the learning and development of justice-centered secondary science teachers that are prepared with the tools and skills needed to design equitable and authentic science learning experiences for students from racial, linguistic, and socioeconomic groups historically/currently marginalized in society, school, and science. The goal of this study is to examine the types of course materials and experiences that empower pre-service secondary science teachers as equity advocates, critically conscious designers, and agents of social change. Using pre-service teacher interviews and course artifacts, and instructor reflections and observations, this study seeks to better understand how pre-service teachers' perspectives of science, goals for teaching science, and vision for their students shifted after engaging in a secondary science methods course. By exploring the learning and development of secondary science teachers through a critical, sociocultural, and learning sciences lens, findings demonstrate the types of experiences that have the potential to transform the teaching and learning of science in schools.
Department
Teacher Education
Recommended Citation
Tammie Visintainer. "Reimagining science teaching and learning: Preparing secondary science teachers as equity advocates, designers, and social change agents" The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (2020): 2141-2148.
