One High School Science Teacher’s Perspective of Critical Care and Its Role in Science Teaching (Poster 12)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Science Teaching and Learning

Abstract

Reform efforts in science education have heavily focused on ambitious science practices. Many argue that this vision must also include the lens of critical care, so that we might not only focus on the doing of science, but also support the development of the entire student as they engage in this work. This study focuses on illuminating the perspective of critical care held by one cis-gendered, White science teacher who served a multi-ethnic student population. Findings suggest Ms. Valentine was driven to build relationships with her students, value their experiences and identities, while she fostered a safe place to do meaningful science. The work uses a critical narrative perspective to explore her perspective and its ramifications for science learning.

Authors

• Sierra Morandi, Florida State University

• Sherry A. Southerland, Florida State University