Culturally relevant pedagogy has been underutilized in the professional development of science teachers, yet it is crucial for making science and STEM education more inclusive. How professional development is conducted is as important as the theoretical framework in empowering science teachers to become change agents within educational systems. A culturally relevant pedagogical approach challenges exclusive, standardized teaching methods that often lack multicultural and critical perspectives. Therefore, science teachers need guidance on engaging in political acts, like justice-centered pedagogy, which are typically missing from their professional development curriculum. This qualitative study, involving 32 STEM teachers from both informal and formal learning settings across the United States, employs a critical arts-based methods design for science teacher professional development (STPD) to promote the adoption of culturally relevant pedagogy. The main question explored was: How does integrating a critical arts-based methods approach in the professional development of science teachers influence their critical consciousness in science education to foster social change? Data collection methods included focus groups, equity action plans, field notes, observations, and artifacts such as Jamboard entries and homework assignments. The findings suggest that critical arts-based methods enhance science teachers' understanding of culturally relevant pedagogy as a framework that supports inclusive education. The study underscores the importance of STPD in promoting inclusive teaching practices in K-12 science classrooms across the United States.

Authors:
Tara Nkrumah, Arizona State University, United States

About the Presenter(s)
Tara Nkrumah, Ph.D. is an assistant professor in the Department of Teacher Preparation, Mary Lou Fulton Teachers College at Arizona State University. Her research focuses on equitable teaching practices for anti-oppressive discourse in STEM education

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