Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-Service Teachers' Sense-Making

• Published in: Journal of science teacher education Vol. 34; no. 5; pp. 522 - 543
• Main Authors: Grapin, Scott E., Haas, Alison, McCoy, N'Dyah, Lee, Okhee
• Format: Journal Article
• Language: English
• Published: Routledge 04.07.2023
• Subjects: Computer Science; COVID-19; Data Science; Inquiry; Interdisciplinary Approach; justice in STEM; Minority Group Students; multilingual learners; Multilingualism; Pandemics; pre-service teacher preparation; Preservice Teachers; Social Justice; Social Problems; STEM Education; Student Attitudes

When pressing societal challenges (e.g., COVID-19, access to clean water) are sidelined in science classrooms, science education fails to leverage the knowledge and experiences of minoritized students in school, thus reproducing injustices in society. Our conceptual framework for justice-centered ST...