A Researcher-Student-Teacher Model for Democratic Science Pedagogy: Connections to Community, Shared Authority, and Critical Science Agency

Basu, Sreyashi Jhumki; Barton, Angela Calabrese

doi:10.1080/10665680903489379

Cited by 45 publications

(35 citation statements)

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“…As such, science education may happen outside of school (Barton, 2003) or focus on the limitations on access to scientific careers (Kanter & Konstantopoulos, 2010). Researchers have labeled this brand of science education in many ways, for example humanistic science education (Santos, 2008), urban science education (Barton, 2003), and democratic science pedagogy (Basu, 2010). For this article, and in our own research, we have chosen to adopt the label Culturally Relevant Science Teaching (Johnson, 2011) to show our conceptual and methodological connection to CRP (Ladson-Billings, 1995a, 1995b.…”

Section: Review Of Literaturementioning

confidence: 99%

“…1-2) It can be argued that the way we teach science perpetuates the exclusionary myth that science represents unbiased knowledge (Barton, 2003) and is not, in fact, for all. However, a recent and growing field of research promotes the development of culturally relevant science teaching with a specific aim of engaging all students in the learning of science (for example, Barton, 2003;Basu, 2010;Johnson, 2011;Santos, 2008).…”

mentioning

confidence: 99%

“…Almost a decade later, Johnson (2011) likewise implicated teacher education: "the majority of practicing science teachers today have not been prepared to address diversity within their classrooms" (p. 172). However, there is a growing body of research that engages science education as a field where issues of diversity and social justice are central and necessary (Barton, 2003;Basu, 2010;Johnson, 2011;Santos, 2008).…”

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confidence: 99%

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Culturally Relevant Science Teaching in Middle School

Laughter

Adams

2012

Urban Education

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To respond to calls for more research on culturally relevant science teaching, we present findings from one middle school science teacher's practices in an effort to contribute to this research. We describe how a discussion lab centered on Derrick Bell's (1992) short story The Space Traders was purposively included in a lesson on scientific bias to engage middle school students in thinking about bias in larger societal contexts and in their own lives. We review literature in the growing field of culturally relevant science teaching as building on Ladson-Billings's (1995a, 1995b conception of culturally relevant pedagogy. We then describe the context and method of our study and present findings drawn from multiple data sources. We close with a discussion aimed at both practicing teachers and teacher educators.

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Section: Review Of Literaturementioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Culturally Relevant Science Teaching in Middle School

Laughter

Adams

2012

Urban Education

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“…Despite the fact that school is proposed as the preparation for life, students are mostly expected to conform to normative standards in formal school environments (Basu & Barton, 2010). In traditional classrooms, teachers hold power on students and constrain students' freedom of action and choices (Foucault, 1982).…”

Section: Student Agencymentioning

confidence: 99%

“…The experiences of most students in educational settings center around passive, technical, and apolitical actions instead of active, critical, and politicized life-long learning opportunities (Kyle, 1996). Considering the amount of time young people spend in the school environment, this environment has to be an important space that they can shape into the ways about which they care (Basu & Barton, 2010).…”

Section: Student Agencymentioning

confidence: 99%

Use of Socioscientific Contexts for Promoting Student Agency in Environmental Science Classrooms

Karahan¹,

Roehrig²

2016

BUEFAD - BUJFED

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This study investigated how a socioscientific issues (SSI) based environmental science class can be structured for promoting the agency of the students. This study utilizes the definition of agency that is purposeful actions taken by a student in their own interest or the power of the individual to choose what happens next. Using a qualitative approach, this study employed a descriptive type of case study research design. 31 high school students and a science and a social studies teacher coteaching an environmental science class were the participants. The data collected in this study included classroom observations, semi-structured interviews, and informal conversations with the participant teachers and students in the classroom environment. The data analysis were done through open coding and thematic analysis respectively. The findings of this study indicated that teachers used the multifaceted and interdisciplinary nature of the socioscientific issue to empower their students to select their path based on their personal interests. As a result, the students were more motivated and encouraged to make differences in the society they lived in by using the community-based projects for improving the quality of the environment surrounding them.Key Words: student agency, socioscientific issues, environmental science Sosyobilimsel Bağlamların Çevre Eğitiminde Öğrenci Failliğinin Desteklenmesinde KullanılmasıÖz: Bu çalışma sosyobilimsel odaklı bir çevre bilimi dersinin öğrencilerin failliğinin arttırılması hedeflenerek yapılandırılmasını incelemektedir. Öğrenci failliği (eylemliliği) bu çalışma kapsamında öğrencilerin ilgileri doğrultusunda bilinçli eylemler gerçekleştirmesi ya da bireylerin bir sonraki aşamada ne olacağını seçme yetisi olarak tanımlanmıştır. Çalışmanın katılımcılarını 31 lise öğrencisi ve çevre bilimi dersini birlikte öğreten bir fen bilgisi ve bir sosyal bilgiler öğretmeni oluşturmaktadır. İç içe geçmiş tek durum deseninin kullanıldığı bu çalışmada toplanan veriler sınıf-içi gözlemler, yarı-yapılandırılmış görüşmeler ve katılımcı öğretmen ve öğrencilerle sınıf ortamında gerçekleşen doğal konuşmalardan oluşmaktadır. Nitel verilerin analizi ise sırasıyla açık kodlama ve içerik analizi yöntemleriyle gerçekleştirilmiştir. Bu çalışmanın bulguları öğretmenlerin sosyobilimsel konuların çok yönlü ve disiplinlerarası doğasını kullanarak öğrencilerini, kişisel ilgilerine göre seçtikleri yollarda ilerlemeleri noktasında cesaretlendirdiklerini göstermektedir. Bunun sonucunda öğrencilerin çevre kalitesini arttırmayı hedefleyen projeler yoluyla yaşadıkları toplumda fark yaratmak noktasında daha motive ve cesaretli oldukları görülmüştür.

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Concepts and practice in the emerging use of games for marine education and conservation

Colleton

Lakshman

Flood

et al. 2016

Aquatic Conservation

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ABSTRACT1. Mobilizing marine conservation on a global scale is a tremendous challenge, especially as it involves motivating people who may have no physical connection to marine areas to experience and understand them.2. Game technology through virtual means, enables players anywhere at anytime, to explore areas they may not otherwise experience, and experience numerous scenarios for the benefit of global engagement in marine conservation action.3. New game platforms are being developed to teach science, and better connect people to nature, specifically marine environments.4. Infinite Scuba enables players to explore the ocean virtually with Mission Blue Founder, Sylvia Earle. 5. Planet3 is developing a game that will present marine and freshwater ecosystems in the greater context of the Earth system. 6. Games have the potential to play a key role in mobilizing knowledge and conservation action in the future.

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A Researcher-Student-Teacher Model for Democratic Science Pedagogy: Connections to Community, Shared Authority, and Critical Science Agency

Cited by 45 publications

References 16 publications

Culturally Relevant Science Teaching in Middle School

Culturally Relevant Science Teaching in Middle School

Use of Socioscientific Contexts for Promoting Student Agency in Environmental Science Classrooms

Concepts and practice in the emerging use of games for marine education and conservation

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