Promoting Critical Consciousness Through In-Service Science Teacher Education: A Phenomenological Multiple-Case Study

• In Event: AERA Poster Session 8
  In Poster Session: Science Teaching and Learning: Equity and Social Justice in Science Education

Abstract

Limited research addresses the transformative potential of critical pedagogies in science education. Bolstered by critical and critical race theory, this phenomenological, multiple case study explores the lived experiences of three science teachers participating in an extended professional development examining epigenetics, a novel science concept, through the lens of social justice. Analysis of data sources including semi-structured interviews and participant-designed curriculum units reveal the potential for professional development that connects issues of power, equity and pluralism with science content to heighten the critical consciousness of science educators. Emergent themes also include promises and challenges of this approach. Ultimately, this research highlights the capacity of science educators equipped to incorporate critical pedagogies to be anti-racist educators and promoters of the public good.

Author

• Lenora Mosley Crabtree, University of North Carolina Charlotte