Proposing a Framework to Center Justice in Ambitious Science Teaching

Dados Bibliográficos

ID21392625
AutoresApril Luehmann (0000-0003-2863-1042, Teaching, Curriculum and Change University of Rochester Rochester New York USA, autor correspondente), Gena Merliss (0009-0007-8329-7637, School of Education Nazareth University Rochester New York USA), Todd Campbell (0000-0001-6844-5303, Curriculum and Instruction University of Connecticut Mansfield Connecticut USA), Déana Scipio (0000-0002-0499-0529, Islandwood Bainbridge Island Washington USA), Yang Zhang (0000-0001-6777-3487, Learning Sciences Northwestern University Evanston Illinois USA), Helen Cooke (0000-0003-2527-2873, Curriculum and Instruction University of Connecticut Mansfield Connecticut USA), Elizabeth Wilson (0000-0002-1560-7417, Teaching, Curriculum and Change University of Rochester Rochester New York USA), Priya Pugh (0000-0002-5574-6147, Islandwood Bainbridge Island Washington USA), P S Pugh (Virginia Mason Bainbridge Island Medical Center), Adma Gama‐Krummel (0000-0002-2840-7924, Teaching, Curriculum and Change University of Rochester Rochester New York USA)
Ano2026
Data de publicação2026-04-09
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.70065
OpenAlexW7152373098
IdiomaEN
Citações recebidas1
Referências citadas120

Though educators and researchers have developed shared theory and language for priorities necessary to disrupt the status quo toward more equitable science education, we lack a tool that organizes sets of teaching practices across an instructional unit to support enactment and rehearsal. Core sets of practices, such as those included in the Ambitious Science Teaching (AST) framework (Windschitl et al. 2018), have been shown to nurture diverse students' access, achievement, and identities in science. Though valuable, they stop short of meeting more critical demands of equity, namely that of challenging and expanding what counts as science and using science to transform social injustice. Toward this end, this paper offers the theoretical warrant for the Justice‐centered ambitious Science Teaching (JuST) Framework, empirically developed and conceptually aligned with current priorities related to justice‐centered science pedagogy. Building on and extending AST, JuST works toward shaping science education in ways that reflect the diversity of sensemaking repertoires of the students in any given classroom and uses science for purposes that matter to them and work toward more just futures. The JuST‐FW offers educators and scholars a common organizational tool, language,Davis and core practices as scaffolds for centering justice in planning for and teaching ambitious science units as well as collaboratively reflecting on practice with a common tool

Diversity (politics) · Economic Justice · Nature versus nurture · Outline of social science · Philosophy of science · Science education · Sensemaking · Status quo · Warrant · Work (physics) · Career Development and Diversity · Education Discipline and Inequality · Science Education and Pedagogy