Investigating Student-Driven Discussions in the Science Classroom

• In Event: Teacher Research Into Culturally Responsive-Sustaining Science Teaching: Not Going Back to How Things Were Before

Abstract

Our school district is highly segregated (Kucsera & Orfield, 2014); and students of color, multilingual learners, and special education students have traditionally been denied academic success (NYSED, 2019). CRSE is a strategy that can address these systemic inequities by valuing what students bring to the classroom (López, 2017; NYSED, 2019), holding high expectations for all students (Gay, 2010; Ladson-Billings, 1995), and modeling how to take a critical stance on social justice issues (Baines et al., 2018). For this investigation, I define CRSE in the science classroom through two principles: that we must (1) honor the unique perspectives of our students and their cultures , and (2) amplify our students’ voices in a scientific setting (Lyiscott, 2019).

Most students enter my classroom convinced that “science just isn’t my thing” and “I just can’t do science.” Historically, students of color have rarely had the opportunity to see themselves represented in science, whether through role models or family members (Singer et al., 2020), and thus internalize the idea that they cannot be scientists. To ensure that students feel they have access to science as a profession, we must help them identify as scientists in the classroom (Laughter & Adams, 2012). I hypothesize that if students regularly engage in class discussions about science-related current events of their choosing, they will develop a stronger scientist-identity.

I tested a learning activity to engage students in real-world science, hoping to increase engagement in science content and amplify students’ voices. Students found science-related articles of their choice and facilitated a whole-class discussion. I recorded student participation and frequency in discussions. Data include video recordings and my observations and written reflections. Student perception was observed through surveys, casual conversations, and formal interviews. I analyzed my own teaching practices through frequent discussions about my investigation with other teachers in my school and in the professional learning group.

Student interviews indicated that the majority do not identify as scientists, frequently claiming, “Science just isn’t for me.” Survey data show that few students name scientist role models. Of 48 responses, three said they know scientists (two in health care), 19 shared that I am the only scientist they know, and two referenced famous scientists. Students responded well when I addressed the fact that historically people of color have been excluded from “traditional” science. They seemed more motivated to engage when I presented these assignments through the lens of disrupting inequities.

Class discussions were most effective for students who were already academically successful, as well as multilingual learners who were able to converse in their native language. Results indicate that students who struggle in science class are more likely to excel when provided with individualized support. This can also be achieved by ensuring that the classroom is founded on a strong feeling of community, where students feel safe to take risks to speak and be heard. Moving forward, I will explore how I can better build a classroom community where ALL students are engaged to take agency over their role in developing a community of scientists.

Author

• Maya Pincus