Pub Date : 2023-07-04DOI: 10.1080/1046560X.2023.2193304
Valerie E. Valdez, Julie Bianchini
ABSTRACT Teacher education programs must prepare their preservice science teachers to center social justice and to meet the academic needs of culturally, racially, and linguistically diverse students, as justice-centered discourses are traditionally absent from science classrooms yet integral to the teaching and learning of rich and relevant phenomena. In this study, we investigated a cohort of preservice secondary science teachers enrolled in a yearlong, post-baccalaureate teacher education program that attended to social justice. We conducted four interviews with each participant across their program and qualitatively analyzed their discussions of social justice ideas and teaching practices using three tenets of a justice-centered science pedagogy framework: enacting an antiracist and equitable science education, grounding instruction in social and environmental justice phenomena, and framing students as transformative intellectuals. We found preservice teacher participants discussed enacting antiracist and equitable science teaching by using a critical lens to identify inequities in classrooms and schools, and by attending to high academic expectations. Preservice teachers described focusing on socioscientific phenomena and local contexts as starting points for teaching about social justice science issues. Participants also shared their work toward framing students as transformative intellectuals by developing teacher-student relationships, building from students’ ideas, and discussing emerging ideas and efforts for student advocacy. Findings from this study underscore the need for more focused work on ways to prioritize the justice component of social justice science issues and the student advocacy component of students as transformative intellectuals so as to prepare preservice teachers to fully enact a socially just science education.
{"title":"“People Need to Speak Up”: Preservice Secondary Science Teachers’ Movement Toward a Justice-Centered Science Education","authors":"Valerie E. Valdez, Julie Bianchini","doi":"10.1080/1046560X.2023.2193304","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2193304","url":null,"abstract":"ABSTRACT Teacher education programs must prepare their preservice science teachers to center social justice and to meet the academic needs of culturally, racially, and linguistically diverse students, as justice-centered discourses are traditionally absent from science classrooms yet integral to the teaching and learning of rich and relevant phenomena. In this study, we investigated a cohort of preservice secondary science teachers enrolled in a yearlong, post-baccalaureate teacher education program that attended to social justice. We conducted four interviews with each participant across their program and qualitatively analyzed their discussions of social justice ideas and teaching practices using three tenets of a justice-centered science pedagogy framework: enacting an antiracist and equitable science education, grounding instruction in social and environmental justice phenomena, and framing students as transformative intellectuals. We found preservice teacher participants discussed enacting antiracist and equitable science teaching by using a critical lens to identify inequities in classrooms and schools, and by attending to high academic expectations. Preservice teachers described focusing on socioscientific phenomena and local contexts as starting points for teaching about social justice science issues. Participants also shared their work toward framing students as transformative intellectuals by developing teacher-student relationships, building from students’ ideas, and discussing emerging ideas and efforts for student advocacy. Findings from this study underscore the need for more focused work on ways to prioritize the justice component of social justice science issues and the student advocacy component of students as transformative intellectuals so as to prepare preservice teachers to fully enact a socially just science education.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"497 - 521"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45225571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/1046560X.2023.2202453
David Steele, Sophia Jeong
ABSTRACT Science content, teaching, and teacher preparation are all 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. In this study, we 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.
{"title":"“This Type of Teaching Moves Beyond Academic Achievement on Tests as the Only Measure of a Good Science Education and Student Achievement”: Exploring Pre-Service Science Teachers’ Conceptualizations of Justice-Centered Science Pedagogy Through a Class Social Justice Project","authors":"David Steele, Sophia Jeong","doi":"10.1080/1046560X.2023.2202453","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2202453","url":null,"abstract":"ABSTRACT Science content, teaching, and teacher preparation are all 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. In this study, we 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.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"478 - 496"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49468422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/1046560X.2022.2130254
Scott E. Grapin, Alison Haas, N’Dyah McCoy, Okhee Lee
ABSTRACT When pressing societal challenges (e.g., COVID-19, access to clean water) are sidelined in science classrooms, science education fails to leverage the knowledge and experiences of minoritized students in school, thus reproducing injustices in society. Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to pressing societal challenges and their disproportionate impact on minoritized groups. In the first part of this article, we extend our conceptual framework by articulating the affordances of justice-centered STEM education for one minoritized student group that has been traditionally denied meaningful STEM learning experiences: multilingual learners (MLs). Justice-centered STEM education with MLs leverages the assets that MLs bring to STEM learning, including their transnational knowledge and experiences as well as their rich repertoire of meaning-making resources, thus refuting deficit narratives of these students. To illustrate the affordances of justice-centered STEM education with MLs, we draw on examples from our instructional unit that engages students in the pressing societal challenge of the COVID-19 pandemic. In the second part of the article, we report on an initial inquiry into how 14 undergraduate pre-service teachers made sense of our conceptual framework after participating in lessons from our COVID-19 instructional unit. Findings indicated that pre-service teachers perceived both opportunities and obstacles of justice-centered STEM education with MLs. We close by discussing what it might take to prepare the next generation of teachers to disrupt systemic injustices in and out of school.
{"title":"Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-Service Teachers’ Sense-Making","authors":"Scott E. Grapin, Alison Haas, N’Dyah McCoy, Okhee Lee","doi":"10.1080/1046560X.2022.2130254","DOIUrl":"https://doi.org/10.1080/1046560X.2022.2130254","url":null,"abstract":"ABSTRACT When pressing societal challenges (e.g., COVID-19, access to clean water) are sidelined in science classrooms, science education fails to leverage the knowledge and experiences of minoritized students in school, thus reproducing injustices in society. Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to pressing societal challenges and their disproportionate impact on minoritized groups. In the first part of this article, we extend our conceptual framework by articulating the affordances of justice-centered STEM education for one minoritized student group that has been traditionally denied meaningful STEM learning experiences: multilingual learners (MLs). Justice-centered STEM education with MLs leverages the assets that MLs bring to STEM learning, including their transnational knowledge and experiences as well as their rich repertoire of meaning-making resources, thus refuting deficit narratives of these students. To illustrate the affordances of justice-centered STEM education with MLs, we draw on examples from our instructional unit that engages students in the pressing societal challenge of the COVID-19 pandemic. In the second part of the article, we report on an initial inquiry into how 14 undergraduate pre-service teachers made sense of our conceptual framework after participating in lessons from our COVID-19 instructional unit. Findings indicated that pre-service teachers perceived both opportunities and obstacles of justice-centered STEM education with MLs. We close by discussing what it might take to prepare the next generation of teachers to disrupt systemic injustices in and out of school.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"522 - 543"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43515070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1080/1046560x.2023.2209758
Karthigeyan Subramaniam
{"title":"A Practice-Based Theory of Teaching Analysis of Elementary Preservice Teachers’ Prior Knowledge of Science Instruction","authors":"Karthigeyan Subramaniam","doi":"10.1080/1046560x.2023.2209758","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2209758","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41657215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23eCollection Date: 2023-06-01DOI: 10.36519/idcm.2023.214
Uğur Önal, Halis Akalın
This study aimed to identify opportunistic infections among human immunodeficiency virus (HIV) infected patients in Turkey. Therefore, we conducted a systematic literature review of the studies published up to October 1, 2022, in the Pubmed, Web of Science (WoS), and ULAKBİM TR Dizin databases. We searched for medical subject headings (MeSH) terms of (HIV) OR (AIDS) OR (human immunodeficiency virus) AND (opportunistic infections) AND (Turkey). Fifty-five studies in Pubmed, 68 in WoS, and 212 in ULAKBİM TR Dizin were listed with these keywords. After removing duplicated studies, we included 22 original articles, two poster presentations, one short communication, one letter to the editor, and 17 case reports/series. Out of 1582 patients, we defined 788 patients (49.8%) as late presenters. In addition, we detected tuberculosis (286, 5.5%), candidal infections (207, 4%), and Pneumocystis jirovecii pneumonia (PCP) (113, 2.1%) as the most frequent opportunistic infections. According to our analysis, late presentation is a major problem in our country, and more screening and sensitization campaigns should be carried out to ensure early diagnosis and earlier care of patients.
{"title":"Opportunistic Infections Among Human Immunodeficiency Virus (HIV) Infected Patients in Turkey: A Systematic Review.","authors":"Uğur Önal, Halis Akalın","doi":"10.36519/idcm.2023.214","DOIUrl":"10.36519/idcm.2023.214","url":null,"abstract":"<p><p>This study aimed to identify opportunistic infections among human immunodeficiency virus (HIV) infected patients in Turkey. Therefore, we conducted a systematic literature review of the studies published up to October 1, 2022, in the Pubmed, Web of Science (WoS), and ULAKBİM TR Dizin databases. We searched for medical subject headings (MeSH) terms of (HIV) OR (AIDS) OR (human immunodeficiency virus) AND (opportunistic infections) AND (Turkey). Fifty-five studies in Pubmed, 68 in WoS, and 212 in ULAKBİM TR Dizin were listed with these keywords. After removing duplicated studies, we included 22 original articles, two poster presentations, one short communication, one letter to the editor, and 17 case reports/series. Out of 1582 patients, we defined 788 patients (49.8%) as late presenters. In addition, we detected tuberculosis (286, 5.5%), candidal infections (207, 4%), and <i>Pneumocystis jirovecii</i> pneumonia (PCP) (113, 2.1%) as the most frequent opportunistic infections. According to our analysis, late presentation is a major problem in our country, and more screening and sensitization campaigns should be carried out to ensure early diagnosis and earlier care of patients.</p>","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"82-93"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10986729/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74271466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-22DOI: 10.1080/1046560x.2023.2208936
Anna Maria Arias, Brendan E. Callahan, Michael Dias, Karen Kuhel
{"title":"Lesson Planning for Three-Dimensional Learning: Elementary Teachers’ Successes and Challenges with the Crosscutting Concepts","authors":"Anna Maria Arias, Brendan E. Callahan, Michael Dias, Karen Kuhel","doi":"10.1080/1046560x.2023.2208936","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2208936","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45997111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.1080/1046560x.2023.2204591
Trudi Lord, Hee-Sun Lee, P. Horwitz, S. Pryputniewicz, A. Pallant
{"title":"A Remote View into the Classroom: Analyzing Teacher Use of Digitally Enhanced Educative Curriculum Materials in Support of Student Learning","authors":"Trudi Lord, Hee-Sun Lee, P. Horwitz, S. Pryputniewicz, A. Pallant","doi":"10.1080/1046560x.2023.2204591","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2204591","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48345076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1080/1046560x.2023.2170793
E. Adah Miller, L. Berland, T. Campbell
{"title":"Equity for Students Requires Equity for Teachers: The Inextricable Link between Teacher Professionalization and Equity-Centered Science Classrooms","authors":"E. Adah Miller, L. Berland, T. Campbell","doi":"10.1080/1046560x.2023.2170793","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2170793","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41359936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1080/1046560x.2023.2179384
{"title":"Mentoring in the Development of Science Teaching Self-Efficacy Among Primary School Teachers in Thailand: A Mixed Methods Study","authors":"","doi":"10.1080/1046560x.2023.2179384","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2179384","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41891214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1080/1046560x.2023.2182017
Sara C. Heredia, Michelle H. Phillips, S. Stallings, T. Worsley, Julie H. Yu, Carrie D. Allen
{"title":"Identifying the Roles of Science Teacher Leaders in Practice","authors":"Sara C. Heredia, Michelle H. Phillips, S. Stallings, T. Worsley, Julie H. Yu, Carrie D. Allen","doi":"10.1080/1046560x.2023.2182017","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2182017","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45359657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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