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The article presents a methods course within a one-year master’s level teacher preparation program, designed to help science teachers make social justice a guiding principle. It argues for using a social justice lens in science teacher preparation and offers a framework, course activities, and evidence from candidates’ early work.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/infusing-social-justice-into-the-science-classroom-building-a-social-justice-movement-in-science-education/602588/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/infusing-social-justice-into-the-science-classroom-building-a-social-justice-movement-in-science-education/602588.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article say is not enough to engage all students in science learning?","Question",{"text":112,"@type":113},"The article argues that meaningful engagement requires more than changing the school science curriculum; it must also address how learners are positioned and how science relevance is connected to students’ lives and communities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article describe its course approach to preparing science teachers?",{"text":117,"@type":113},"It describes a methods course within a one-year master’s level teacher preparation program, designed to prepare teachers to make social justice a guiding principle and to use a social justice lens in teaching and learning about science.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes does the article say pre-service science teachers must make?",{"text":121,"@type":113},"It highlights transforming beliefs about science education goals, adopting more inclusive pedagogical strategies, rethinking who belongs in science classes, and using critical, multicultural, anti-racist pro-justice approaches in the classroom.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602588,1792484228,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Infusing Social Justice into the Science Classroom:  \nBuilding a Social Justice Movement in Science Education  \nLiza Finkel  \nThe Journal of Educational Foundations Vol. 31. No. 1 & 2  \nSpring/Summer 2018, pp. 38-56 Copyright 2018 by Caddo Gap Press  \nKeywords:  \nTeacher education, science education, social justice, science teaching  \nAbstract  \nFinding ways for all students to engage meaningfully with science and learn to use scientific knowledge and skills to identify and solve personal and community-based problems requires more than making changes to the curriculum students experience in schools. This article describes a methods course, part of a one-year masters level teacher preparation program, designed to prepare science teachers to make social justice a guiding principle in their work. The article argues for adopting a social justice lens as a focus for the preparation of science teachers and presents a framework for understanding what social justice means in the context of teaching and learning about science. The article includes an account of course readings and assignments, and examines teacher candidates’ initial work for evidence of their developing views of teaching science with a social justice focus.  \nIntroduction  \nResearch suggests that many students, particularly girls and  \nLiza Finkel is an associate professor and director of the Secondary MAT Program in the Teacher Education Department at the Graduate School of Education and Counseling at Lewis & Clark College, Portland, Oregon. [Her e-mail address is: lfinkel@lclark.edu](Her e-mail address is: lfinkel@lclark.edu)  \nstudents from minority groups underrepresented in the sciences (URM), find science unattractive because the topics covered are perceived as uninteresting, unrelated to students’ lives outside of school (Christidou, 2011), and disconnected from the knowledge of science that students bring into the classroom (Barton, et al., 2011) . The forms of pedagogy currently in use in many science classrooms reflect views of scientific practice that are too distant from students’experiencesand the problems or questions they face in their communities (Brickhouse, Lowery, & Schultz, 2000) . In addition, these forms of pedagogy often ignore or reinforce a science culture that has actively excluded, oppressed, and even abused women and people of color. This article argues that successfully changing both science itself and science teaching to provide access for more people and create a more inclusive science culture, requires more than changing the curriculum of the science being taught; it requires “positioning the learner as a growing member of a community, with expanding roles and responsibilities”(Freire,1970, cited in Barton, et al. 2011), and broadening the views of the communities and people who engage in science as citizens and as scientists (Eisenhart & Finkel, 1998) . Changing science practice in this way hinges critically on the preparation of science teachers who bring a social justice lens to bear on their teaching and who can develop curriculum and facilitate classroom experiences that engage all students to help them see the relevance of science in their daily lives.  \nSocialjustice science teaching requires thatpre-service science teachers come to see all students as capable of learning science, and that they also come to see the goals of science education as more than preparing a subset of their students to be scientists or engineers. This means transforming preservice teachers’ view of the goals of science education from one that prioritizes the transmission of science content and skills, to one that emphasizes developing scientifically literate citizens who can identify and begin to solve science-related problems that are of importance to their families and local communities. This kind of science education demands that candidates make a range of fundamental changes in their thinking about science teaching, including: rethinking the content t","cbCaiad1PFpfRTNW","https://ap.wps.com/l/cbCaiad1PFpfRTNW","pdf",169980,"English","# Introduction\n## Social justice science teaching requirements\n# Context\n## Methods course for teacher preparation","[{\"question\":\"What does the article say is not enough to engage all students in science learning?\",\"answer\":\"The article argues that meaningful engagement requires more than changing the school science curriculum; it must also address how learners are positioned and how science relevance is connected to students’ lives and communities.\"},{\"question\":\"How does the article describe its course approach to preparing science teachers?\",\"answer\":\"It describes a methods course within a one-year master’s level teacher preparation program, designed to prepare teachers to make social justice a guiding principle and to use a social justice lens in teaching and learning about science.\"},{\"question\":\"What changes does the article say pre-service science teachers must make?\",\"answer\":\"It highlights transforming beliefs about science education goals, adopting more inclusive pedagogical strategies, rethinking who belongs in science classes, and using critical, multicultural, anti-racist pro-justice approaches in the classroom.\"}]","Infusing Social Justice into the Science Classroom - Building a Social Justice Movement in Science Education | PDF",1792094934,48]