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Thesis June 12 Teaching Science for Social Justice: An Examination of Elementary Preservice Teachers’ Beliefs by James C. Eslinger A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education University of Toronto © Copyright by James C. Eslinger (2013) TEACHING SCIENCE FOR SOCIAL JUSTICE: AN EXAMINATION OF ELEMENTARY PRESERVICE TEACHERS’ BELIEFS Doctor of Philosophy James C. Eslinger Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto 2013 ABSTRACT This qualitative study examines the beliefs and belief changes of eleven elementary preservice teachers about teaching science for social justice. Using constructivist grounded theory, it forwards a new theory of belief change about teaching science for social justice. The theory posits that three teaching and learning conditions may facilitate belief change: preservice teachers need to recognize (1) the relationship between science and society; (2) the relationship between individuals and society; and (3) the importance of taking action on socioscientific issues. This research responds to calls by critical scholars of teacher education who contend that beliefs in relation to equity, diversity, and multiculturalism need to be explored. They have found that many preservice teachers hold beliefs that are antithetical to social justice tenets. Since beliefs are generally considered to be precursors to actions, identifying and promoting change in beliefs are important to teaching science for social justice. Such a move may lead to the advancement of ii curricular and pedagogical efforts to promote the academic participation and success in elementary science of Aboriginal and racialized minority students. The study was undertaken in a year-long science methods course taught by the researcher. It was centered on the preservice teachers – their beliefs, their belief changes, and the course pedagogies that they identified as crucial to their changes. However, the course was based on the researcher-instructor’s review of the scholarly literature on science education, teacher education, and social justice. It utilized a critical – cultural theoretical framework, and was aligned to the three dimensions of critical nature of science, critical knowledge and pedagogy, and sociopolitical action. Findings indicate that, at the beginning of the year, preservice teachers held two types of beliefs (liberal and critical) and, by the end of the course, they experienced three kinds of shifts in beliefs (minimal, substantial, and refined). The shifts in beliefs were attributed by preservice teachers to specific pedagogies. Yet their initial beliefs also served as filters to the pedagogies, consequently impacting their degrees of belief change. Therefore, this study reveals elements of unpredictability when engaging in teaching science for social justice. iii ACKNOWLEDGEMENTS I am fortunate and blessed to have had many individuals nourish me on this dissertation journey. Of all the challenges I have ever met, this endeavor proved to be the most challenging and the most humbling. To those below and the many not mentioned here, I thank you. Tara Goldstein—You have been a phenomenal supervisor. You pushed my thinking during feedback sessions all the while, allowing me the space to follow my own interests. You walked beside me during this process and always expressed concern for both my personal and professional growth. Indigo Esmonde—I am inspired by the way you both “talk the talk and walk the walk ” and truly live out your social justice convictions. Thank you for bringing me into your research group and providing a space for my growth as a scholar. I have grown so much from our formal and informal conversations. Lance T. McCready—I admire your critical eye and passion for urban education. Your feedback has been both challenging and insightful and contributed to a stronger thesis. Clare Kosnik—You were one of the first people I met when I arrived to Toronto and you quickly took me under your wing. You have generously offered your time, experience, and scholarship. And always with a loving smile! Your Works in Progress course was exactly the motivation I needed to pump out my comprehensive exams and thesis proposal. Clive Beck—Thank you for your continual words of wisdom and encouragement throughout this process. Susan Dion—Thank you for agreeing to be my External Examiner. Your questions during my thesis defense really pushed my thinking and revealed areas in my own thinking and practice that need further decolonizing. Jim Olive—It was you who first inspired me to begin this journey. Although I cursed your name many times over the three years, I am so grateful for you. Amy Gullage—You have been my friend, mentor, and cheerleader throughout this process. And your formatting skills are amazing! Susan Jagger—Your sense of humor and encouragement has been most appreciated during this last long haul! To my friends Miwa Takuchi, Leslie Dookie, Darren Hoeg, Erin Sperling, Juliet Hess, Nenad Radakovic—thank you for the laughter and continuous words of encouragement. Ralph Leverett—Your work as teacher educator always inspired me. I am honored to say I had the best undergraduate advisor at Missouri Southern State University back in 1997. iv Carol Engler—You are a stellar professor and taught me the ropes of educational leadership. I thank you for the continued friendship. You are one of a kind. Marvin Mirhan Punsalan—You offered many words of encouragement throughout this process. Words I have greatly appreciated. To my research participants, thank you for giving your time and energy to this project. To my former students and their families in Columbus City schools and Seneca R-7 School District, you have taught me so much and for those lessons I am eternally grateful. To my fellow faculty members at OISE who asked the most challenging and difficult questions concerning teaching science for social justice, your inquires allowed me to see both the critical need for my work as well as challenged me to better articulate my positions. To Zephyr and Zoe—I appreciate the countless hours you spent curled up beside me as I worked on this project. And only occasionally did you have to remind me to feed you. To my brother, Thomas Charles Eslinger, who would often ask “how is the PhD goin’?” It’s goin’ great now Tom. To my mom, Sheila K. Eslinger who taught me early in life that it is okay to be different, to follow my dreams, and most importantly the value of the love of family. Mom, I am inspired by your unconditional love for your family. I dreamed big, and you have always supported me. Last, but certainly not least, to the most amazing partner I could ever imagine. Roland Sintos Coloma, you have been my foundation in this scholarly endeavor. You have offered far too much support to mention here. I have most appreciated your pep talks, inspiring smile, the countless hours you listened to me ramble on and on about my thesis project and your shoulder to cry on. This journey has truly stretched me, but having you as a role model, friend, and partner has been so precious to me. With the closing of this door, another opens. And I look forward to the next phase in our lives. Maramang salamat mahal! v DEDICATION I dedicate this milestone to my mother, Sheila K. Eslinger and my father, the late James Calvin Eslinger Sr. for instilling in me a deep love and fascination for the natural world. Without that, none of this would have been possible. vi TABLE OF CONTENTS ABSTRACT ...........................................................................................................................ii ACKNOWLEDGEMENTS ...................................................................................................iv DEDICATION .......................................................................................................................vi TABLE OF CONTENTS .......................................................................................................vii LIST OF TABLES, FIGURES, AND APPENDICES ..........................................................x CHAPTER ONE: INTRODUCTION ....................................................................................1 A Challenge and an Inspiration ..............................................................................................1 A Problem in Science Education ...........................................................................................1 Research Design and Context ................................................................................................4 Research Significance ............................................................................................................6 Key Terms and Definitions ....................................................................................................9 Situating Myself in the Study ................................................................................................11 Charting the Thesis ................................................................................................................14 CHAPTER TWO: LITERATURE REVIEW ........................................................................17 Nature of Beliefs ....................................................................................................................17 Theories of Belief Change .....................................................................................................23
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