Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6504
Title: Reimagining Science Teaching and Learning: Preparing Secondary Science Teachers as Equity Advocates, Designers, and Social Change Agents
Authors: Visintainer, Tammie
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Visintainer, T. (2020). Reimagining Science Teaching and Learning: Preparing Secondary Science Teachers as Equity Advocates, Designers, and Social Change Agents. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2141-2148). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: This research explores the learning and development of justice-centered secondary science teachers. The goal of this study is to examine the learning experiences that empower pre-service secondary science teachers as equity advocates, critically conscious designers, and agents of social change. Specifically, this study examines the types of course materials and resources in a secondary science methods course that support teachers as designers of equitable and authentic science learning experiences for students from racial, linguistic, and socioeconomic groups historically/currently marginalized in society, school, and science. 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 an equity and justice-centered secondary science methods course. Findings from this study have implications for secondary science teacher education, policy, and practice. 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.
URI: https://doi.dx.org/10.22318/icls2020.2141
https://repository.isls.org//handle/1/6504
Appears in Collections:ICLS 2020

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