EDU 434

Theory and Practice in the Teaching and Learning of Science for

Social Justice

Changing Science Classrooms

To be Welcoming, Critical and Joyful Spaces

Theory of Learning

How people learn and the roles power and identity play in the process grounds our why.

Justice-centered Phenomena

Interrogating science for justice positions us to address injustices and use science for social transformation

Teachers as Learners

As Friere has taught us, classrooms are most effective when all of the people are both learners and teachers for one another.

Community Consultants

Partnering with community to localize the customization of science curricula.

Place-based Education

Allowing places and lands and their inhabitants to teach us science and more.

A Part of Nature

Learning our relationship with the rest of nature to be a part of not apart from.

Check out these related blogs!!

  • Sarah’s Blog
  • Jeris’ Blog
  • Luci’s Blog
  • Jialin’s Blog
  • Sion’s Blog
  • Emily’s Blog

A long history & a fantastic community

That continues to grow each year!

Get Real! Science Begins

  • Back in 2004
  • With hip waders and water quality probes
  • And a passionate group of future science teachers! Let’s go!!!
April a long long time ago in her first office
Hip waders have arrived
H20 Spartans
Planet Protectors Showcase

H20 Spartans

  • Last month
  • Helping the community learn to care for Sodus waters
  • Filters, testing and lessons learned
  • Using science to make a difference

“It becomes the first task of the teacher who would base her program with children on the exploration of the environment to…

explore the environment herself. She must know how her

community keeps house – how it gets water, its coal, its electrical

power, its food, who are the workers that make the community

function, and how those workers adapt to the physical characteristics

of the world around them. She must know where the pipes in her

room lead to, where the coal is kept in the school, when the meters

are read and by whom; she must know the geographic features

which characterize her particular environment and strive constantly

to see how they are changed by human work.

And when she knows all this and much, much more,

she must keep most of it to herself.

She does not gather knowledge to become an

encyclopedia, a peripatetic textbook. She gathers this knowledge in

order to place children in strategic positions for making explorations.

Lucy Sprague Mitchell

Young Geographers (1934)

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