Fostering Critical Perspectives of Science among Preservice Elementary Teachers: An Empirical Identification of Affordances and Hindrances

Mutegi, Jomo W.; Smith-Mutegi, Demetrice; Lewis, Nicole

doi:10.1080/1046560x.2021.2015531

Cited by 5 publications

(5 citation statements)

References 36 publications

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“…Indeed, students later in the secondary education program, as well as students with racially marginalized identities, were more likely to make these connections (Table 6). These are enduring challenges for preservice teachers' developing critical perspectives of science (Jones & Donaldson, 2022; Mutegi et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Finally, we look for students' connections about how sensemaking can support future‐making for themselves, their students, and the natural world. We see these connections as part of teachers' developing political clarity, helping them recognize social injustices in science and schooling and work to redress some of the harms these systems have caused for minoritized communities (Madkins & Nazar, 2022; Mutegi et al, 2022).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Fostering expansive and connective sensemaking with preservice secondary science teachers

Watkins,

De Lucca,

Pao

2023

J Res Sci Teach

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Preservice secondary science teachers often experience science learning in narrow and marginalizing ways in their science preparation. These experiences cause harm, particularly for preservice teachers of color. They also limit the disciplinary resources they can develop for later teaching science in ways that value and sustain their students' ways of knowing and being in the world. Our research explores possibilities for cultivating new spaces for preservice secondary science teachers to engage in science. In a content‐focused education course, we designed for and studied preservice teachers' engagement in expansive and connective sensemaking, incorporating heterogeneity, power, and historicity in pursuits of explanatory accounts of the natural world. In this article, we examined how this course design can support preservice teachers to attune to heterogeneity in ways of knowing in science and to connect to identity and historicity in scientific sensemaking. Our analysis suggests that students' final projects reflected attunements to diverse knowing, communicating, and relating in science and deep connections with their identities and future‐making, yet had fewer connections to sociohistorical narratives and structures. We developed illustrative case studies of four student projects, highlighting the personal, social, and political possibilities of creating space for future educators to imagine more expansive and connective forms of science. This study contributes a novel model for preservice science teacher education to support teacher learning to value and sustain their students' ways of knowing and being in the world.

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Section: Discussionmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Fostering expansive and connective sensemaking with preservice secondary science teachers

Watkins,

De Lucca,

Pao

2023

J Res Sci Teach

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“…However, scientific disciplines—and by proxy, science education—are often considered apolitical and culture‐free (Cochran et al, 2020; Sheth, 2019). Critical science education scholars resist this apolitical characterization of PK‐12 science teaching and learning in their research and practice (Madkins & Morton, 2021; Morales‐Doyle, 2017; Mutegi et al, 2022; Patterson & Gray, 2019; Riley & Mensah, 2022; Vossoughi & Vakil, 2018).…”

Section: Anchoring Antiracist Science Teaching In Theorymentioning

confidence: 99%

“…Instead, I prioritize PSTs developing understandings about centering social justice issues in science classrooms. Despite the potentially lower course evaluations and other potentially negative consequences, I continue to engage in the risky work of prioritizing justice in my courses like other teacher education Scholars of Color (e.g., Mutegi et al, 2022; Souto‐Manning, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…As such, we situate our framework within the ongoing conversations in science teacher education research (e.g., Calabrese‐Barton et al, 2022; Mutegi et al, 2022) and teacher education research more broadly (e.g., Gist et al, 2021; Souto‐Manning, 2019). In offering this framework to the field, we describe efforts with university‐based undergraduate and graduate‐level preservice teacher education programs while acknowledging the important work occurring across a range of settings to prepare science teachers.…”

Section: Introductionmentioning

confidence: 99%

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Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education

Madkins

Nazar

2022

Science Education

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For some time, scholars who are guided by critical theories and perspectives have called out how white supremacist ideologies and systemic racism work to (re)produce societal inequities and educational injustices across science learning contexts in the United States. Given the sociopolitical nature of society, schooling, and science education, it is important to address the racist and settled history of scientific disciplines and science education. To this end, we take an antiracist stance on science teaching and learning and seek to disrupt forms of systemic racism in science classrooms. Since teachers do much of the daily work of

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“That is Still STEM”: Appropriating the Engineering Design Process to Challenge Dominant Narratives of Engineering and STEM

Watkins

2023

Cognition and Instruction

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Fostering Critical Perspectives of Science among Preservice Elementary Teachers: An Empirical Identification of Affordances and Hindrances

Cited by 5 publications

References 36 publications

Fostering expansive and connective sensemaking with preservice secondary science teachers

Fostering expansive and connective sensemaking with preservice secondary science teachers

Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education

“That is Still STEM”: Appropriating the Engineering Design Process to Challenge Dominant Narratives of Engineering and STEM

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