Ann Arbor Times

New research from the University of Michigan highlights the significant impact new elementary teachers have on promoting equity in science education. The study reveals that these educators are effectively engaging students across diverse backgrounds by fostering scientific conversations, implementing innovative learning strategies, and encouraging active participation in scientific exploration.

Elizabeth Davis, a professor at U-M’s Marsal Family School of Education, emphasized the importance of creating equitable learning environments. "When teachers are equipped to foster a more equitable and just learning environment in science, it not only enhances children’s understanding of scientific concepts but also empowers them to see themselves as scientists and to use science to address real-world issues that matter in their communities," she said.

The study identifies various strategies employed by beginning teachers to promote equitable science teaching. These include focusing on opportunity and access, representation and identification, expanding what counts as science, and engaging children as change-makers. However, it also notes areas for improvement, such as broadening what is considered science and linking it to social justice.

Co-authors Jessica Bautista and Victoria Pérez Nifoussi joined Davis in underscoring the need for teacher educators and curriculum developers to provide more resources for navigating complex approaches to justice-oriented science education.

Davis highlighted the challenges faced by marginalized groups in accessing quality science education. "All children deserve to experience the joy and wonder of the natural world," she stated. She pointed out that subjects like language arts or math often overshadow science in elementary schools.

The study is part of U-M ASSETS research—a four-year project funded by the National Science Foundation (NSF). Despite its planned duration, the project was terminated after 20 months due to funding issues. Davis expressed concern over this development: "The termination of these NSF projects—focused on STEM education, and in particular equity in STEM education—is going to adversely affect science education and science for generations to come."

Efforts are underway to secure additional funding while continuing support for participating teachers. The team is currently analyzing how first-year teaching experiences align with prior teacher education approaches concerning equitable elementary science teaching.