Engaging in Socially Responsible Science Education: Secondary Science Teachers’ Professional Development Through a Learning Study

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Abstract

In the revised curriculum, secondary school science teachers in British Columbia are expected to prepare students to critically understand and address socioscientific issues (SSI). Despite these new expectations, professional development (PD) necessary to support these goals and teacher accounts detailing its actualization in classrooms remains limited. Based on a 30-week PD program, four secondary teachers’ learning experiences toward socially responsible science education (SRSE) were explored. Three ways participants understood, enacted, and developed strategies to pursue SRSE were constructed using thematic analysis. Results highlight practical examples of several SRSE approaches and teacher and PD attributes essential for SRSE adoption. Given rising SSI-based harms, the implications of this research support science educators and students in creating more just and sustainable futures.

Authors

• Travis T. Fuchs, Crofton House School

• Yuen Sze Michelle Tan, University of British Columbia