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Science Teaching and Learning Toward Collaborative Social Transformation and Justice
Mon, April 12, 11:10am to 12:40pm EDT (11:10am to 12:40pm EDT), Division K, Division K - Section 1 Poster SessionsSession Type: Structured Poster Session
Abstract
Educators must resist the ways science education continues to support white supremacy and marginalize Youth of Color and their communities’ brilliance and being. This structured poster session investigates ways to support justice-oriented science teaching and learning. We highlight transformative science teaching and learning by focusing on teachers (re)imagining justice-oriented science teaching frameworks and investigating pedagogies that leveraged youths’ expansive assets. 23 scholars across this poster session investigate collaborations within K12 schools and informal learning organizations. We show how collectively leveraging multiple ways of knowing and challenging dominant power structures supported justice-oriented learning for youth, pre-service/in-service teachers, and researchers. Frameworks, approaches, and strategies are shared to support learning communities to redress issues of power in science education.
Sub Unit
Chair
Papers
Teachers' Protection of Black, Indigenous, and People of Color Students in K–8 STEAM Classrooms: Pedagogical Practices for Transformational Learning - Tia C. Madkins, The University of Texas at Austin; Fikile Nxumalo, University of Toronto
Drawing and Reflecting on Experiences to Craft Science Teaching in and With Urban Communities - David Segura, Beloit College; Maria Varelas, University of Illinois at Chicago; Daniel Morales-Doyle, University of Illinois at Chicago
Developing a Science Teacher Identity for Socially Just Teaching Through Professional Development for Elementary Teachers - Jessica Chen, Teachers College, Columbia University
Examining Preservice Learning for Justice-Orientated Teaching in an Informal STEM Program - Daniel Birmingham, Colorado State University
(W)Holistic Science Pedagogy: A Multidimensional Commitment to Just, Science Instruction - Alexis Patterson Williams, University of California - Davis; Valeria Romero, University of California - Davis; Salina Gray, Inglewood Unified School District
Restorying STEM Identities: Reimagining STEM Connections Through Computational Quilts - Mia Shaw, University of Pennsylvania; Josh Coleman, San Jose State University; Ebony Elizabeth Thomas, University of Michigan - Ann Arbor; Yasmin B. Kafai, University of Pennsylvania
Our Hearts Felt Warm: Consequential Learning Through Optimizing Engineering Designs in Middle-Grade Science Classrooms - Kathleen Schenkel, San Diego State University; Angela Calabrese Barton, University of Michigan; Edna Tan, University of North Carolina at Greensboro
Broadening What Science Educators Respond To: Translanguaging as Sense-Making Practices Students Leverage When Problematizing Phenomena - Enrique (Henry) Suárez, University of Massachusetts - Amherst
BioCakes: An Equity-Informed Approach to Middle and High School Synthetic Biology Learning - Justice Toshiba Walker, University of Texas at El Paso
Youth as Scientists and Community Problem-Solvers - Alexandra Schindel, University at Buffalo - SUNY; Ryan M. Rish, University at Buffalo - SUNY; Kendra D Ormerod, University at Buffalo - SUNY