This Type of Teaching Moves Beyond Academic Achievement on Tests as the Only Measure of a Good Science Education and Student Achievement

In this article, Dr. Steele and a colleague from Ohio State University explore a residency program, and in particular, a secondary science methods course in which pre-service teachers engaged in a social justice project exploring social justice science issues to illustrate preservice teachers’ conceptualizations of justice-centered science teaching and learning.

The shift to a justice-centered approach is timely and appropriate as we recognize science content, teaching, and teacher preparation as political acts. However, accepting the political nature of science as well as that of science teaching has proven to be a hard shift for many in the science community. In this paper, we suggest a shift away from an apolitical teaching of science toward a system of practices that transforms the purposes of science education through a justice-centered science pedagogy approach. For science teachers to engage their students in this type of transformative teaching and learning, we argue that the science teachers themselves need to be immersed in conditions under which their learning experiences foregrounds the transformative power of justice centered science pedagogy.

The full article can be accessed here: