Within the walls of the classroom

How science teachers' instruction can develop students' sociopolitical consciousness

Bibliographic Data

ID21392816
AuthorsBritney L Jones (0000-0002-1669-7936, Department of Educational Leadership University of Connecticut Storrs Connecticut USA, corresponding author), Jonté Taylor (0000-0002-4418-8805, Pennsylvania State University), Jonte C Taylor (Department of Educational Psychology, Counseling, & Special Education Pennsylvania State University University Park Pennsylvania USA)
Year2022
Volume106
Issue5
Pages1021-1031
Publication date2022-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Education (JOURNAL)
Journal identifiersISSN: 0036-8326 • E-ISSN: 1098-237X
PublisherWiley (PUBLISHER • GB)
DOI10.1002/sce.21727
OpenAlexW4229457887
LanguageEN
Citations received4
References cited37

In this paper, we synthesize existing literature on Culturally Relevant Science Teaching (CRST), more specifically the third tenet of CRST‐developing students' sociopolitical or critical consciousness. While there is research on this third tenet, our review of the literature reveals that this tenet is understudied and underutilized. We offer our conceptual framework and an illustrative example to demonstrate how teachers can practically implement the third tenet of CRST to engage and empower students in science. We hope that the ideas and examples shared in this piece will help teachers foster students' sense of sociopolitical consciousness and advocacy within the walls of the classroom and beyond. We also urge researchers to continue producing research on this important topic so that practitioners can use this information to develop students' sociopolitical/critical awareness, reflections, and actions

Consciousness · Critical consciousness · Epistemology · Mathematics education · Pedagogy · Sociology · Diverse Educational Innovations Studies · Educator Training and Historical Pedagogy · Philosophy · Psychology · Science Education and Pedagogy