"This Type of Teaching Moves beyond Academic Achievement on Tests as the Only Measure of a Good Science Education and Student Achievement": Exploring Pre-Service Science Teachers' Conceptualizations of Justice-Centered Science Pedagogy through a Class Social Justice Project

Autor/inn/en	Steele, David; Jeong, Sophia
Titel	"This Type of Teaching Moves beyond Academic Achievement on Tests as the Only Measure of a Good Science Education and Student Achievement": Exploring Pre-Service Science Teachers' Conceptualizations of Justice-Centered Science Pedagogy through a Class Social Justice Project
Quelle	In: Journal of Science Teacher Education, 34 (2023) 5, S.478-496 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steele, David) ORCID (Jeong, Sophia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2023.2202453
Schlagwörter	Academic Achievement; Scores; Preservice Teachers; Science Teachers; Student Attitudes; Social Justice; Science Instruction; Student Projects; Political Attitudes; Methods Courses; Secondary School Teachers; Critical Theory; Consciousness Raising; Graduate Students + Suchen Sie Ihr Suchwort? Schulleistung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Soziale Gerechtigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulprojekt; Political attitude; Politische Einstellung; Methodisch-didaktische Anleitung; Kritische Theorie; Bewusstseinsbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Science content, teaching, and teacher preparation are all political acts. However, accepting the political nature of science as well as that of science teaching has proven to be a hard shift for many in the science community. In this paper, we suggest a shift away from an apolitical teaching of science toward a system of practices that transforms the purposes of science education through a justice-centered science pedagogy approach. For science teachers to engage their students in this type of transformative teaching and learning, we argue that the science teachers themselves need to be immersed in conditions under which their learning experiences foregrounds the transformative power of justice centered science pedagogy. In this study, we explore a residency program, and in particular, a secondary science methods course in which pre-service teachers engaged in a social justice project exploring social justice science issues to illustrate preservice teachers' conceptualizations of justice-centered science teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01