Module #3: Students’ Ability to See Themselves as Scientifically Literate Critical Thinkers | Meal

This unit is part of Dig Into Science learning modules, part of the ACESSE project. Dig into Science is designed to introduce teachers, paraprofessionals, principals, or anyone else to current science education, often called “three dimensional” science education.

Meal (30-60 minute learning experience)

Ready to dig a little deeper to ensure all students should have access to quality science learning opportunities? Excellent, you have come to the right place! Below you will find additional resources to help you create engaging experiences for your students. Be sure to also check out our “Bite” and “Snack” sections as well, as not all resources are repeated here.

Science educators should leverage students’ curiosity about human experiences to create an inclusive community that supports all kinds of learning and development. They can help students build more complete views of both science and society by addressing the diversity and fluidity of sex, gender, and sexuality in both human and non-human species. These approaches help support a more full sense of belonging for gender-diverse students in science education and are an important learning focus for all members of society. Teaching the complex truth about gender prepares all students to be responsible and informed community members. People who learn about both biological and environmental influences on gender show less prejudice. Educators should work with students to identify what inclusive language works developmentally and culturally for their group and make space for linguistic diversity and indigenous and non-Eurocentric perspectives on gender, biology, and identity.

Race is a socio-political construct that can be an important part of how people self-identify or are identified by others. Maintaining a critical lens and discussing race as a socio-political construct (instead of perpetuating the false idea that it is biological) can support students from marginalized groups to envision themselves in science and understand racialized scientific concepts and histories.

Educators should reflect on how their own racial identity impacts learning environments and consider how to recognize, value, and support students’ racial identities in science instruction. Additionally, school leaders play an essential role in supporting and protecting teachers who engage students in thinking about how race, identity, and science are interrelated.

Choose at least two of the following resources to engage in deeper learning of creating a classroom culture of belonging and scientifically literate critical thinkers:

• Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom

• How can science instruction leverage and develop student interests? Short answer: In so many different ways!

• How can I promote equitable sensemaking by setting expectations for multiple perspectives?

• How do we present gender, sex, and sexuality as part of inclusive and accurate science teaching?

• Why it is crucial to make cultural diversity visible in STEM education

• Attending to Race and Identity in Science Instruction

Reflection Questions

1. What strategies can help ensure all student ideas/questions/ perspectives are shared, heard, and considered?

2. What are two new or different approaches or concepts that can be applied to your classroom immediately?

3. What additional support might you need to support your students?