Socially Transformative Science Curriculum: Encouraging Critical Perspectives Among Preservice Science Teachers

• In Event: 52.030 - Using Next Generation Science Standards to Inform and Provide Equitable Instruction, Learning, and Assessments to Diverse Students

Abstract

Previous research has advocated for socially transformative approaches to STEM (science, technology, engineering and mathematics) curricula for students of African descent (Author, 2011, 2012, 2013, in review). In order for STEM instruction to be socially transformative for students of African descent, they must be positioned to attain mastery in five areas (Author, 2011). The first area is content. Here, students should be able to answer “who”, “what”, “when”, “where” and “why” questions related to the topic of interest. The second area of mastery is currency. By attaining mastery of currency, students should be able to explain why the topic of interest is important to human beings in the natural world. The third area of mastery is context. By attaining mastery of context, students should be able to explain why the topic of interest is important to people of African descent. The fourth area of mastery is critique. By attaining mastery of critique, students should be able to use their knowledge of the topic to better explain how the system of racism white supremacy is established and maintained. The fifth area of mastery is conduct. By attaining mastery of conduct, students should be able to rely on their knowledge of the topic to guide their behavior such that they can work to eliminate the system of racism white supremacy. The fourth area of mastery, critique, is the focal point of the present study.

The call for a socially transformative approach to STEM curricula for students of African descent is a tall order. It requires a very different conceptualization of STEM subjects. Many educators specifically (and many people in Western culture in general) regard STEM disciplines as factual, reflections of the natural world. We are taught to see these subjects independent of the “-isms” that affect the social world. This deeply rooted conceptualization of STEM presents a tremendous challenge to students of African descent, who could greatly benefit by developing critical perspectives of these disciplines.

The overarching question guiding this study is, “To what degree are the Next Generation Science Standards useful in providing direction for the type of socially transformative approaches that would benefit learners of African descent?” To answer this question data were collected from two sets of introductory science methods courses taught to pre-service elementary majors. The courses were taught with two contrasting instructional approaches. The first approach is more in line with the presentation of science advocated by NGSS. The second approach is much more divergent in its presentation of science; addressing issues of systemic racism more directly. Initial findings suggest greater pre-service teachers awareness of the aforementioned “-isms,” with simultaneous maintenance of previously held beliefs of science. They were challenged with integrating their understanding of Western influence into their conception of science teaching. The implications for NGSS and diversity are that there must be an explicit effort to foster critical perspectives of both western culture and western modern science.

Author

• Jomo W. Mutegi, Indiana University - IUPUI