Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness

Jones, Britney; Taylor, Jonté

doi:10.1002/sce.21727

Cited by 4 publications

(4 citation statements)

References 40 publications

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“…Examples include: Schools where a significant fraction of the student population takes Advanced Placement classes, but course‐taking (or exam‐passing) patterns do not reflect the demographic makeup of the student body (Roegman et al, 2019; Schoener & McKenzie 2016). Classrooms where students’ ability to use scientific knowledge to act on issues of equity and justice outside of the classroom (e.g., Morales‐Doyle, 2017)—and develop their sociopolitical consciousness (Jones & Taylor, 2022) is constrained. Science lessons that minimize or sidestep the ethical or environmental implications of the science learning itself, and where students might ask: “Where do these fetal pigs come from? (And where do they go when we are done dissecting them?)…”

Section: Science Teaching As An Impossible Professionmentioning

confidence: 99%

“…Classrooms where students’ ability to use scientific knowledge to act on issues of equity and justice outside of the classroom (e.g., Morales‐Doyle, 2017)—and develop their sociopolitical consciousness (Jones & Taylor, 2022) is constrained.…”

Section: Science Teaching As An Impossible Professionmentioning

confidence: 99%

“…Jones and Burrell's (2022) article, "Present in Class Yet Absent in Science: The Individual and Societal Impact of Inequitable Science Instruction and Charge to Improve Science Instruction" examines the various ways in which specific groups of students are "left out" by science education. Jones and Taylor's (2022) article "Within the Walls of the Classroom: How Science Teachers' Instruction Can Develop Students' Sociopolitical Consciousness" presents both an argument and strategies for developing students sociopolitical consciousness within science instruction.…”

Section: Introductionmentioning

confidence: 99%

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Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science

Larkin

2022

Science Education

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This essay opens with a question about what science teaching would look like in a world where categorical seams of human diversity were not probabilistic determinants of science learning. After revisiting Hewson and Hewson's description of an “appropriate conception of science teaching,” I detail the ways in which the field of science education has advanced in the decades since that article's publication. Drawing upon Cohen's notion of teaching as an “impossible profession,” I highlight how conceptions of science teaching compete with other popular models of teaching and learning science. Fenstermacher and Richardson's distinction between successful teaching, and good teaching is then presented to demonstrate that even science teaching that is considered successful and good remains embedded in a constrained system where well‐regarded classroom practices may still lead to accumulated negative consequences. The essay ends with a discussion of complexity and recursiveness in science teaching, an argument for science teaching that includes embedded understandings of that teaching and learning on the part of the students themselves, and suggestions for a revised conception of science teaching.

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Section: Science Teaching As An Impossible Professionmentioning

confidence: 99%

Section: Science Teaching As An Impossible Professionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science

Larkin

2022

Science Education

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“…Another barrier for teachers to enact culturally relevant teaching is a lack of sociopolitical consciousness. There is scant research that looks at the development of preservice teachers' sociopolitical consciousness, as sociopolitical consciousness overall is understudied (Jones & Taylor, 2022). Literature searches did not reveal research that focused on sociopolitical consciousness with regards to SSIs and social justice.…”

Section: An Increase In Preservice Teacher's Sociopolitical Conscious...mentioning

confidence: 99%

Preservice teachers' sociopolitical consciousness in light of the racial disparities highlighted by the COVID-19 pandemic

Oertli¹

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Socioscientific issues (SSI) such as COVID-19 and climate change often highlight the inequalities that structural racism creates. If we ever wish to equitably solve these issues, we require a population that has the scientific literacy and the sociopolitical consciousness to do so. Yet, the push for culturally relevant education has had little movement in science education, partially because of the acultural view of science but also from the colorblind ideologies often held by teachers. The purpose of this pre-experimental study was to determine if a pre-service elementary science methods course that applies the SSI Teaching and Learning Framework for Social Justice promoted participant's sociopolitical consciousness, reduced their colorblind ideologies, and increased their socioscientific reasoning (SSR) skills. Linear mixed-effects regression models were run to assess these outcomes. Results indicate that preservice teachers' colorblind ideologies and socioscientific reasoning skills did not change through the semester. However, a statistically significant increase in their sociopolitical consciousness was found and this increase could be predicted by one of the components of SSR, perspective taking. Implications of these findings are discussed.

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“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark

Doerr,

Bruun

2024

Science Education

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Seeking to make upper secondary school physics more relevant and engaging, an online collaborative learning curriculum was designed. Each of the curriculum's lessons was structured as a goal‐based scenario about human scientists on Mars. Video and audio data from the curriculum's implementation in Denmark was collected. This study utilized the theoretical lenses intersectionality, repertoires of practice, and epistemic agency. The use of comics as an analytical tool provided a novel and accessible way to depict the complex dynamics within the physics classroom. It allowed for a multimodal representation of the data and enabled a nuanced examination of the students' interactions. Findings suggest that interactions were shaped by the students' identities and these dynamics shaped their repertoires of practice. Moreover, the interactions had a profound impact on students' epistemic agency in physics. Collaborative learning with a goal‐based scenario can include and empower diverse gender, racial, and language identities. It can also, however, work to disempower and exclude when the hegemonically white and masculine culture of physics is left unproblematized. This leads to the conclusion that if reform‐based science education is untethered from a critical stance on socioscientific issues, students and teachers may reproduce social problems as much as they also may challenge them.

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Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness

Cited by 4 publications

References 40 publications

Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science

Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science

Preservice teachers' sociopolitical consciousness in light of the racial disparities highlighted by the COVID-19 pandemic

“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark

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