Preservice Science Teachers' Articulation and Revisions of Frameworks of Science and Teaching

• In Event: Fairmont Roundtable Session Thirteen
  In Roundtable Session: Science in Teacher Education (Table 1)

Abstract

How teachers present science and value particular ways of knowing/doing can influence which students see themselves as successful (Carlone et al., 2011). I draw from Gee’s (2016) Framework Discourse Analysis to posit that pre-service science teachers (PSTs) can be supported to articulate and revise socially-derived ideas/expectations (i.e. “frameworks”) of science and teaching. In this case study, I drew from Methods Class artifacts and interviews to describe changes in PST frameworks toward justice-oriented science teaching. All participants shifted from teacher-centered to student-centered frameworks. Three shifted from universalist to pluralist science frameworks. Two reinforced their universalist science framework. Three reinforced their pluralist science framework. Using the Science Story to support framework shifts could be useful in preparation of justice-oriented science teachers.

Author

• Sinead C. Brien, University of South Carolina - Upstate
  Presenting Author