A pair of scholars who train the next generation of K-12 teachers recommend that science educators adopt a justice-centered approach to lesson plans that emphasize “explaining and solving pressing societal challenges that directly impact students’ lives, communities, and society.”
New York University Professor Okhee Lee and University of Miami’s Professor Scott Grapin wrote that “science and engineering education remain silent about disparities that underlie pressing societal challenges.”
The scholars argue that middle and high school science teachers “fail to provide opportunities for students to critically evaluate how science and engineering have played a role in historical and current injustices.”
