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Helping Preservice Teachers Decolonize Geology

Thu, April 13, 4:40 to 6:10pm CDT (4:40 to 6:10pm CDT), Hyatt Regency Chicago, Floor: West Tower - Ballroom Level, San Francisco

Abstract

Objectives
In keeping with AERA’s 2023 theme of ‘interrogat[ing research] to ensure equitable processes and results,’ (pg.1) this case study explores the degree to which preservice science teacher (PST) learning in a science research practicum deepens PSTs’ conceptions of equitable science learning. Positioned at the end of a 15-month teacher residency program (Guha et al, 2016; Berry et al, 2008) that prepares Earth science secondary teachers in a large, urban intensive city (Milner, 2012), the science practicum involves PST’s in fieldwork and laboratory experiences; conducting research with active scientists (postdoctoral scholars and science curators). The eight-week practicum is designed to provide PSTs firsthand research experiences and deeper understanding of geology and local ‘contextual assets’ and resources that they can then use to teach their students grounded in their own communities (Authors, 2021; 2013).

Theoretical/Conceptual Perspectives
We draw upon two theoretical frameworks in the design of our program and our research within it (Authors, 2022): sociocultural theoretical framework (Vygotsky, 1978) reflecting our view of teacher learning as an interactive process of participation in a science community (Lave & Wenger, 1991); and a critical theoretical framework asks that we acknowledge that science is not neutral; rejecting deficit views; and incorporating a systemic view of inequality and injustices (Milner, 2010; 2021). For this analysis, we draw upon scholarship by Rogers and colleagues (2022; 2018) proposing a set of practices aimed at decolonising geology.

Methods
In this case study, we use qualitative methods to explore and describe the phenomena of a science research practicum in a PST residency program housed in a science institution (Yin, 2018). Data include first-hand accounts by stakeholders, as well as evaluation data, findings from published research by program scientists and educators, and dissertation research. We use these sources to examine what residents learn that helps support equitable science teaching, and also to identify key opportunities for incorporating a sharpened socially just approach in the practicum, using the Rogers (2022) framework.

Results
The case study reveals multiple benefits of the science practicum, ranging from residents’ heightened ‘science identity’; stronger grasp of science practices for geology; and a heightened appreciation of and knowledge about local Earth science phenomena. Almost 90% of residents reported more confidence in conducting scientific research by the end of the practicum. Data show that PSTs viewed the science practicum as providing science resources they could use in their classrooms as well as strengthened their ability to communicate with students about complex science concepts. The case study also points to additional opportunities for connecting the experience more explicitly to social justice, including teaching geology content as not neutral and addressing the origins of the field; as well as connecting to local and indigenous knowledges.

Significance
This case study confirms substantial key benefits of a science practicum experience for PSTs–ranging from expansive impacts on science identities, to specific applications to teaching practice. Further, using a framework of decolonizing geology helped to reveal some unique and promising opportunities for bringing equity and justice explicitly into the practicum experience.

Authors