"At First They Felt Barely Relevant": Three Korean Science Teachers' Reflective Sense-Making of Justice-Centered Science Teaching

• In Event: Marriott Roundtable Session Three
  In Roundtable Session: Teaching Science for Culture Relevance and Justice (Table 4)

Abstract

While research has reported an increase in justice-centered science pedagogies and teacher practices in the United States (US), it remains under-examined how science teachers in Korea understand and enact justice-centered science teaching. This study seeks to engage Korean science teachers in reflective sense-making of justice-centered science teaching in Korea. I analyzed the transcripts of three science teachers’ group/individual conversations in a constant comparative fashion, referring to justice framings and conceptual/empirical work of justice-centered science pedagogies. Findings report dimensions of justice-centered approaches teachers considered about what, why, and how students learn science, within which the teachers identified practices they have enacted or hoped to enact more consciously in the future. This study’s implications for teacher education research and practice are discussed.

Author

• Won Jung Kim, Santa Clara University
  Presenting Author