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Examining Social Justice Ideas in Science Teachers Through an Online Book Club: A Pilot Study
Sat, April 23, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Division Virtual Rooms, Division K - Section 05: Pre-service Teacher Education Coursework: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction Virtual Roundtable Session Room 1Abstract
This study explores the experiences of four science teachers participating in a virtual book club. The participants were science education MAT students that were enrolled in a “Learner Differences” course during the summer semester. The participants read “Teaching Science for Social Justice” from Angela Calabrese Barton. They met virtually for an hour each week to discuss the ideas presented within the chapters. A total of 13 science education MAT students were part of the book club, but only four agreed to participate in the study. Data was collected in the form of course artifacts that included a “Cultural and Diversity Awareness Questionnaire” reflection and book club reflections.