Location
PARB 239 (Second Floor)
Proposal Track
Research Project
Session Format
Presentation
Abstract
This study explored the experiences of four pre-service science teachers while participating in a virtual book club. The participants were science education MAT students that were enrolled in a “Learner Differences” course during the summer semester. The participants read “Teaching Science for Social Justice” from Angela Calabrese Barton. They met virtually for an hour each week to discuss the ideas presented within the different book chapters. A total of 13 science education MAT students were part of the book club, but only four agreed to participate in the study. Data was collected in the form of course artifacts that included a reflection after completing a “Cultural and Diversity Awareness Questionnaire” at the start of the semester and book club reflections. The findings from this study suggest that science teachers recognize the value of building relationships with students, making the science content relevant, allowing their students some freedom to explore topics or pursue activities, promoting agency/autonomy in the classroom, identifying instances of injustice within their school context, and finding ways to advocate for students. In general, the participants valued the opportunity to share their own experiences in the classroom and hear different perspectives from their classmates.
Keywords
social justice; pre-service teachers; book clubs; science teachers
Professional Bio
Suzanna Roman-Oliver is an Assistant Professor in the College of Education, Department of Teacher Education, at Georgia College and State University. Dr. Roman-Oliver teaches in the Masters of Arts in Teaching (MAT) program and supervises teacher candidates. Before joining Georgia College, Dr. Roman-Oliver was a high school science teacher for 12 years. Her research focuses on culturally relevant pedagogy in the science classroom and for English Language Learners.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Roman-Oliver, Suzanna, "Examining Social Justice Ideas in Science Teachers Through an Online Book Club" (2022). Georgia Educational Research Association Conference. 30.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/30
Examining Social Justice Ideas in Science Teachers Through an Online Book Club
PARB 239 (Second Floor)
This study explored the experiences of four pre-service science teachers while participating in a virtual book club. The participants were science education MAT students that were enrolled in a “Learner Differences” course during the summer semester. The participants read “Teaching Science for Social Justice” from Angela Calabrese Barton. They met virtually for an hour each week to discuss the ideas presented within the different book chapters. A total of 13 science education MAT students were part of the book club, but only four agreed to participate in the study. Data was collected in the form of course artifacts that included a reflection after completing a “Cultural and Diversity Awareness Questionnaire” at the start of the semester and book club reflections. The findings from this study suggest that science teachers recognize the value of building relationships with students, making the science content relevant, allowing their students some freedom to explore topics or pursue activities, promoting agency/autonomy in the classroom, identifying instances of injustice within their school context, and finding ways to advocate for students. In general, the participants valued the opportunity to share their own experiences in the classroom and hear different perspectives from their classmates.
