Teachers’ Pedagogical Content Knowledge of Science and Engineering Practices, Socioscientific Issues, and Sociotransformative Constructivism for Student Agency (Poster 9)

• In Event: Sunday Poster Session 7:45 am
  In Poster Session: Contemporary Issues in Science Teaching and Learning

Abstract

A qualitative analysis of existing literature was conducted to see how teachers’ pedagogical content knowledge (PCK) of socioscientific issues (SSIs) with a social justice lens embedded with science and engineering practices (SEPs) promoted student agency through scientific literacy. When teachers plan and implement SSI units that focus on inherent social inequities and inculcate SEP skills such as finding, analyzing, and interpreting credible data, designing and implementing investigations, preparing evidence based claims and arguments, and critically arguing from evidence, they are preparing scientific literate students with agency who can extending classroom learning into new situations and for bettering their own lives and of those in their communities as agents of change powered by scientific knowledge that can stand scrutiny.

Author

• Charu Varma, Arcadia University