We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures. The Educational Forum, 2021; 85, pp. 364–376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi-case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6-day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice-centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work.

中文翻译：

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建立以正义为中心的雄心勃勃的教学框架：塑造雄心勃勃的科学教学，使其在农村背景下具有文化可持续性和生产力

我们发现科学教育转型的需要与机遇相一致。重要的科学教育资源，即下一代科学标准（NGSS）和雄心勃勃的科学教学（AST）框架，需要有一个以少数群体社区和青年的社会正义为中心的有意目标以及实施它的实践。虽然 NGSS 和 AST 提供了支持深度学习的具体指南，但仍需要进行修订以明确促进社会正义。在这项研究中，我们试图了解通过文化维持教育学（巴黎，文化维持教育学和我们的未来。教育论坛，2021；85，第 364-376 页）对社会正义的承诺如何塑造 AST 框架促进科学教学的更批判性版本以实现公平。通过定性多案例研究，我们观察了三个职前教师团队在农村社区参与为期 6 天的夏令营的规划、教学和汇报。研究结果表明，教师以维持当地文化和实现公平目标的方式塑造了 AST 实践：将科学研究锚定于对社区利益相关者重要的现象；通过使用学生的故事来计划接下来的课程并作为科学论证的数据，使学生的故事合法化；介绍当地社区成员作为科学专家，最终支持社区的新自豪感和宣传；支持学生向社区利益相关者公开交流他们不断发展的科学专业知识。在通过文化维持教学法塑造 AST 框架的过程中，教师们做出了显着的投资：发展本地网络；了解当地的地理、历史和文化；与学生建立关系；调整课程以融入学生的想法；与社区利益相关者建立科学合作关系；并准备与社区公开分享他们的工作。利用这些发现，我们提供了一个以正义为中心的雄心勃勃的科学教学（JuST）框架，该框架可以提供实践框架的好处，同时也参与公平工作中必然更关键的要素。