Democratic science teaching

This book offers a structure for teaching science democratically, examining how classroom practice can address learning, teaching methods and questions of social justice. It asks what science education is for in schools around the world and looks at how teachers and students can each hold real influence over their learning and, beyond that, help drive wider social change.

The authors build three central ideas that together describe a more equitable classroom: Voice, Authority, and Critical Science Literacy. The opening chapters introduce each idea, and later chapters apply them in different teaching approaches and analytical methods.

The chapters are organized around three perspectives: the researcher, the teacher, and the student. They cover elementary through high school settings, both inside and outside formal schooling, in the United States and in other countries.