Connections and critique: Feminist pedagogy and science teacher education

Abstract

In this article, we authors and feminist science and teacher educators share assignments we developed and used in our undergraduate and graduate teacher education classes. We designed these varied assignments to help students feel comfortable with science, to begin to understand and critique the many ways science has been narrowly and powerfully shaped and has marginalized significant groups of individuals, and to begin to deconstruct scientific knowledge and construct alternative views of science and science education that are gender and culture sensitive. We also challenged them to use what they were learning to develop pedagogical strategies that would be inviting to their own students. The focus of the article is our students' reactions to these assignments and how these reactions-both inviting and resisting-informed us about their notions of science, of teaching, of themselves as learners, and of the social context in which they would teach.

Beyond the “decorated landscapes” of educational reform: Toward landscapes of pluralism in science education

“…Furthermore, by prioritizing pluralism in science education, we will help correct some of the many misconceptions students hold about the shape and scope of science itself. Richmond et al (1998) discuss this aspect of science education reform:…”

Emotional Issues in Teaching Science: A Case Study of a Teacher?s Views

“…As it has been documented in the research literature, many teachers feel uncomfortable dealing with some of the emotional aspects of teaching science (see e.g., Nichols et al, 1997;Richmond et al, 1998). Even teachers who are comfortable discussing their emotions of discomfort and anxiety often feel inadequately prepared to deal with how they feel (Zembylas, 2002a).…”

Social and Rational: The Presentation of Nature of Science and the Uptake of Change in Evolution Textbooks

“…This recognition is significant to science education in general and the diversity and enculturation of scientists. Science education researchers recognize that a transformation in pedagogy, learning objectives, and science content is needed to make science education more inclusive (Barton, ; Barton & Osborne, ; Bianchini, Cavazos, & Helms, ; Brickhouse, ; Capobianco, ; Mayberry, Welling, Phillips, Radeloff, & Rees, ; Richmond, Howes, Kurth, & Hazelwood, ; Rosser, , ; Roychoudhury, Tippins, & Nichols, ). Connecting science to social issues and a value‐laden view of science is critical to creating an inclusive culture in STEM (science, technology, engineering and math) disciplines and encouraging diversity among practicing scientists.…”