PERC 2021 Abstract Detail Page
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Abstract Title: | Empowering future teachers to recognize and transform scientific practices |
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Abstract: | Physics, as a field, continues to be a predominantly white space, and there is limited access to physics in high schools that serve predominantly students of color. In a physics course serving future elementary and secondary science teachers, how do we introduce students to the scientific practices while our goal is to transform them? I present how students engage in recurrent discussion on power dynamics disrupting harmful practices in our physics environment. The conversations uplift voices that have been living with this knowledge without many venues in science to discuss it and force groups who have never had to address it to do so. We analyze how colorblindness can still be embedded in the discussion while having "good intentions". This is a particularly relevant discussion to share since, for many youth, K-9 teachers might be the first and last contact with physics. |
Abstract Type: | Symposium Talk |
Parallel Session: | Reimagining physics curricula |
Author/Organizer Information | |
Primary Contact: |
Carolina Alvarado California State University, Chico |