Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction

Abstract

Current science instruction does not educate K‐12 students equitably and creates short‐ and long‐term impacts on individual students and society. While students may be present in class, they may not have access to quality science learning experiences. The goals of this paper are to show how science instruction may not be reaching its aim of equitable access and to offer recommendations for creating a new baseline standard for equitable science instruction. Though not exhaustive, this paper identifies groups of students who are marginalized in current‐day science instruction—the racially minoritized, those with physical and cognitive differences, and those in urban or rural communities. First, this paper challenges the neutrality of science by highlighting systemic yet negative outcomes that disproportionately impact minoritized populations in everyday life because of the narrow network of people who define and solve problems. Second, this paper identifies examples where science instruction is not of its highest quality for the highlighted groups. Third, we present a synthesis of research‐informed solutions proposed to improve both the quality of science instruction and its equitable access for the highlighted groups, creating a new baseline standard for equitable science instruction. An elevated baseline would address the existing disparities in who has access to quality science instruction and consequently reduce the gatekeeper effect of who defines and solves societal problems that perpetuate intergenerational inequities.

Academic free speech or right-wing grievance?

“…Access to resources is a critical component of achievement, yet the availability of high-quality schools too often depends on income. 214–217 Access to institutions builds peer networks, thus poverty of opportunity is strongly influenced by race 157,218–223 as a consequence of the racial wealth gap. 224–229 This legacy affects the preparation of junior scholars, which warrants consideration as we address how merit should be evaluated.…”

Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science

“…To these I add the following:

Student access to the subject matter : As Jones and Burrell (2022) argue, it is unfortunately all too common for students to be excluded from the types of teacher‐student interactions that are necessary for science learning. An appropriate conception of teaching ought to include proactive advocacy for access to learning for all students, including the use of universal design principles for learning (Meyer et al, 2016).

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“…In this framing essay, I take up the instruction theme for this special issue by examining the barriers to good science teaching that exist both within and beyond the relationship between instructor and learner, a topic also taken up by the other two articles in this section. Jones and Burrell's (2022) article, “Present in Class Yet Absent in Science: The Individual and Societal Impact of Inequitable Science Instruction and Charge to Improve Science Instruction” examines the various ways in which specific groups of students are “left out” by science education. Jones and Taylor's (2022) article “Within the Walls of the Classroom: How Science Teachers’ Instruction Can Develop Students’ Sociopolitical Consciousness” presents both an argument and strategies for developing students sociopolitical consciousness within science instruction.…”

Cooperative Abilities and Cognitive Learning Outcomes: Study Group Investigation on Life Cycle Topic

“…Students are less interested in learning science and less motivated by science subjects. These things are due to traditional learning concepts that teachers still apply, so students do not become smart and fast in learning (Haleem et al, 2022;Jones & Burrell, 2022;Stuckey et al, 2013). Inappropriate science learning produces gaps and creates poor learning outcomes.…”