Science Teachers and a Sociopolitical History of Science
Title: How do teachers teach science through history when the histories spark potentially heated sociopolitical debates?
Funded by: Social Sciences and Humanities Research Council - Insight Development Grant
Description: This project explores how science teachers use the History of Science (HoS) to address sociopolitical issues in K-12 science education. Grounded in Critical Pedagogies and using critical discourse analysis, the study examines the challenges and opportunities teachers face when integrating HoS into science lessons, particularly when navigating politically sensitive topics. Through interviews with educators from around the world, as well as analysis of teaching artifacts and policies, the research investigates teaching strategies that connect science to power, identity, and social justice. Findings will inform science teacher training and advance discussions on the sociopolitical role of science education in addressing pressing societal challenges.
Team: Cristiano Barbosa de Moura (Principal Investigator, 51社区黑料); Jesse Bazzul (Collaborator, University of Regina)