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      Socioscientific modelling as an approach towards justice-centred science pedagogy

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          Abstract

          Justice-centred science pedagogy has been suggested as an effective framework for supporting teachers in bringing in culturally relevant pedagogy to their science classrooms; however, limited instructional tools exist that introduce social dimensions of science in ways teachers feel confident navigating. In this article, we add to the justice-centred science pedagogy framework by offering tools to make sense of science and social factors and introduce socioscientific modelling as an instructional strategy for attending to social dimensions of science in ways that align with justice-centred science pedagogy. Socioscientific modelling offers an inclusive, culturally responsive approach to education in science, technology, engineering, the arts and mathematics through welcoming students’ diverse repertoires of personal and community knowledge and linking disciplinary knowledge with social dimensions. In this way, students can come to view content knowledge as a tool for making sense of inequitable systems and societal injustices. Using data from an exploratory study conducted in summer 2022, we present emerging evidence of how this type of modelling has shown students to demonstrate profound insight into social justice science issues, construct understandings that are personally meaningful and engage in sophisticated reasoning. We conclude with future considerations for the field.

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          From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools

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            But that's just good teaching! The case for culturally relevant pedagogy

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                Author and article information

                Journal
                LRE
                London Review of Education
                Lond. Rev. Educ.
                UCL Press
                1474-8479
                30 August 2023
                : 21
                : 1
                : 30
                Affiliations
                [1 ]PhD student, University of North Carolina, Chapel Hill, USA
                [2 ]Thomas James Distinguished Professor, University of North Carolina, Chapel Hill, USA
                [3 ]Assistant Professor of Science Education, University of Nevada, Reno, USA
                Author notes
                [* ]Correspondence: rrawson@ 123456ad.unc.edu
                Author information
                https://orcid.org/0000-0001-7574-8636
                https://orcid.org/0000-0003-4954-2866
                https://orcid.org/0009-0000-7907-1351
                https://orcid.org/0000-0002-9401-0300
                https://orcid.org/0000-0001-5152-630X
                Article
                LRE-21-30
                10.14324/LRE.21.1.30
                e21d4571-77fd-4d8c-bd13-e4647656f1a3
                2023, Rebecca R. Lesnefsky, Eric A. Kirk, Jasmyne Yeldell, Troy D. Sadler and Li Ke.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/LRE.21.1.30.

                History
                : 26 May 2023
                : 19 July 2023
                Page count
                Pages: 15
                Categories
                Research article
                Custom metadata
                Lesnefsky, R.R., Kirk, E.A., Yeldell, J., Sadler, T.D. and Ke, L. (2023) ‘Socioscientific modelling as an approach towards justice-centred science pedagogy’. London Review of Education, 21 (1), 30. DOI: https://doi.org/10.14324/LRE.21.1.30.

                Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
                system modelling,socioscientific issues,culturally relevant science teaching,justice-centred science

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