Reimagining science teaching and learning: Preparing secondary science teachers as equity advocates, designers, and social change agents

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Document Type

Conference Proceeding

Publication Title

The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4


M. Gresalfi and I. S. Horn

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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.


Teacher Education