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

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.

Snack (5-10 minute learning experience)

• Science Literacy, Critical Thinking, and Scientific Literature: Guidelines for Evaluating Scientific Literature in the Classroom Article
• Infographic Development: Example 1
• The Call to Action for Science Education articulates a vision for high-quality science education, describes the gaps in opportunity that currently exist for many students, and outlines key priorities that need to be addressed in order to advance better, more equitable science education across student learning. These priorities include:
  (1) providing time, materials, and resources for science instruction;
  (2) developing and supporting a strong, diverse science teaching workforce;
  (3) designing supportive pathways for students in science;
  (4) employing well-designed assessments and accountability systems for science; and
  (5) using evidence to document progress and inform ongoing improvement efforts.
  
  Guidance for supporting the advancement of science in respect to access and opportunity can be found in the STEM Teaching tools; developed by by the Institute for Science + Math Education at the University of Washington in collaboration with partners from the Research + Practice Collaboratory: The Exploratorium, The University of Colorado at Boulder, EDC, Inverness Research, and SRI International. This initiative was primarily funded by the National Science Foundation.
  
  To promote deep and equitable learning, educators should plan purposefully to ensure that the various perspectives that students bring to making sense of phenomena are solicited, clarified, and considered. It is important to support students as they develop a shared understanding of the different perspectives in the group. Educators should be intentional about how they build classroom practices of collaboration. Small group work can perpetuate inequity if not structured well and monitored systematically. Educators should be conscious of the critical role of contrasting ideas for science learning and the importance of providing equal voice to students from non-dominant communities. When all students are positioned as developing experts, sensemaking becomes more engaging, creative and effective.
  
  Students need to see in themselves the potential to pursue STEM interests and careers. Educators need to broadly recognize who has done science, for what range or purposes, and how diversity enriches science. The validation of contributions of individuals from diverse cultural backgrounds should be carefully woven into classroom activities acknowledging scientists’ backgrounds, values, theoretical commitments, and fields of endeavor influence the nature of their findings. It is imperative that students recognize that science is a human enterprise by default—inexorably linked to individuals who have the power to define what counts as science and what knowledge is worth pursuing. This critical understanding of the enterprise of science can help students recognize the importance of being scientifically literate and active citizens. Students need to be able to “see themselves” in the scientific endeavor in order for them to feel comfortable engaging in it meaningfully.
  
  All students have the right to learn about science and engineering in ways that are consequential and compelling to them. People powerfully learn what we relate to or are curious about and based on who we are or who we want to become. Selecting a phenomena or social focus question related to social or multi-species justice is one way to help students find a unit to be compelling and relevant. Students may be interested in a topic or field where they encounter marginalization or hostility. Educators need to provide ongoing support and network them with others who can support them.
  
  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.
  
  Identities should be considered holistically; there are many factors that can combine to impact identity in addition to race—including gender identity. Intersectionality examines how systems of power might impact individuals who are marginalized because of their socio-political identities, and how different types of discrimination combine to influence the experience of oppression (for example, those who identify as female and also as people of color).
  
  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.