Preparing Novices for Ambitious Science Teaching: A Focus on Equitable Science Pedagogy

• In Event: Learning Ambitious Teaching: Cases From Across the Disciplines

Abstract

Purpose:
This project extends previous work focused on preparing novices for ambitious teaching (Lampert & Graziani, 2009; Thompson, Windschitl, & Braaten, 2013). We narrow our focus onto issues of equity arising when teachers attempt ambitious science teaching (AST) and identify dimensions of pedagogical vision and practice that, we argue, must be part of novice teacher preparation.

Framework & Significance:
Equity assets of current AST frameworks include positioning students as: 1) active producers of scientific knowledge, 2) contributors of intellectual, cultural, and linguistic resources essential for constructing evidence-based scientific explanations in the classroom. Both offer powerful opportunities for novice teacher learning because they interrupt deficit perspectives about students and problematize simplistic epistemic stances that are often tacit, default positions.

This project extends current AST models with a 5-part framework for equitable pedagogy: 1) racial and cultural consciousness, 2) nurturing cultural and racial competence, 3) critiquing structural inequities, 4) sharing responsibility for learning, 5) re-centering student epistemologies. This framework draws from multicultural education (e.g., Banks, 1993; Gay, 2010; Ladson-Billings, 2009), feminist theorizing in science studies (e.g., Harding, 1993; Longino, 1990), and science education (e.g., Atwater & Riley, 1993; Aikenhead, 1996; Bang & Medin, 2010; Lee & Fradd, 2001). Following the social transformation agenda set by scholars in these fields, our goal is to support science learning excellence as well as work towards a more just society.

Methods & Data:
This longitudinal multiple case study used ethnographic methods to examine science teaching of 10 participants in 2 markedly different settings – a reservation tribal school system and a large, urban district. Data collection took place for 1.5 academic years and consisted of weekly classroom observations, artifact collection, and interviews with participating teachers.

Findings:
Our analysis identified a set of preliminary problems for AST. In the full paper, we offer detailed cross-case analysis for each problem, but here we summarize an example of our findings pertaining to one problem.

Participants supported by AST tools and concepts were able to enact instructional practices creating more equitable turns of talk in their classrooms. Teachers took a step towards creating more relevant learning experiences by capitalizing on student ideas and questions. This pathway towards equitable science pedagogy was not fully realized, however, because few teachers seized the chance to take on social justice or societal dimensions of these questions.

For example, Mrs. Tomlin’s biology unit focused on protein folding was made relevant by a question about getting a “perm” for your hair. The African-American young women in the class immediately contrasted perms for “black or white hair” to which Mrs. Tomlin responded, “it’s the same biologically.”

Mrs. Tomlin saw “perms” as shared experiences bringing relevance to an abstract biochemistry topic, but she did not see the racial and cultural dimensions nor did she develop the critical consciousness necessary to engage students in those conversations in class. Without developing critical consciousness, teachers may find themselves teaching mainstream knowledge and reasoning with equity but without actually engaging students in the critique and questioning necessary for teaching science for equity.

Authors

• Manali J. Sheth, Iowa State University

• Melissa Lee Braaten, University of Wisconsin - Madison