& learning suggestions for promoting
critical & activist science education
A major goal of the STEPWISE project is to learn - through action research - about the nature and extent of students' self-directed 'RiNA' (research-informed & negotiated action) projects to address harms they perceive in STSE relationships. As illustrated at right, students could (and have) carry out secondary and primary research to learn more about climate change and, based on findings, negotiate development and implementation of various actions to try to combat it.
Often, however, students struggle to independently self-direct RiNA projects. Accordingly, through work with teachers, we have developed teaching & learning strategies and resources that appear to help students to gain sufficient expertise, confidence and motivation to autonomously conduct RiNA projects. Here, we provide some such strategies & resources.
to promote citizenship actions
Although we recognize that there are likely many ways to promote student-led social actions through school science, we have found the schema described below to have worked well for many teachers:
Very broadly, the above pedagogy involves having teachers provide students with one or more sets of constructivism-informed, 3-phase, pedagogical lessons and activities before asking students to self-direct RiNA projects to address harms students perceive in STSE relationships. Brief descriptions, with some examples (among many!), of each phase of the pedagogical cycles are provided below:
Although the above brief outline of STEPWISE pedagogy may be helpful, some educators may appreciate elaborations of this pedagogy, with classroom-tested resources, available via: STEPWISE Pedagogy Annotations; EcoJust STEM Actions slides; STEPWISE Overview & AR Findings; and STEPWISE Summary for Teachers.