The teaching of science in K-12 schools has long been criticized as a process that propagates oppression for students who do not conform to entrenched norms of gender, sex, and sexuality. Academic standards, curriculum, and textbooks are rife with rhetoric that reinforces any deviation from cisheterosexuality as aberrant, unusual, or abnormal. However, these often-over-simplified conceptions discount the historic social and scientific intricacies of gender and sexual diversity as well as students' own lived experiences. While there have been advancements in LGBTQ+ and gender-inclusive science education reform, these movements have been stymied by a lack of cohesive guidelines for pedagogy and practice, particularly for trans, nonbinary, and gender-creative youth. Situated within trans-created conceptual frameworks for critical education, this study explored the pedagogical practices of 10 transgender science teachers with the purpose of learning from their experiences creating gender inclusive curriculum. From the data (in-depth interviews, instructional materials samples, and reflective teaching statements) emerged the TRANS (Trans and Research-informed Approaches for Nonbinary and gender-inclusive Science education) Framework for gender inclusive science education pedagogy. This framework is anchored in three domains for teaching science through a trans-informed lens:interrogating and accessing power, resisting essentialism, and embracing experiential knowledge and personal epistemologies. The findings of this study contribute to our growing understanding of gender-inclusive science learning environments. Importantly, this study amplified the experiential knowledge of teachers whose voices are critically absent from research surrounding gender and LGBTQ+-inclusive science education practice. Moreover, the framework derived from teachers' experiences can be used to guide educators in making their science classrooms safer and more gender inclusive.

中文翻译：

---

性别包容性科学教育的（跨）形成方法

K-12学校的科学教学长期以来一直被批评为对不符合根深蒂固的性别、性别和性行为规范的学生进行压迫的过程。学术标准、课程和教科书充斥着强化任何偏离顺性别的言论，将其视为异常、不寻常或异常。然而，这些往往过于简单化的概念忽视了性别和性多样性以及学生自己的生活经历的历史社会和科学复杂性。尽管 LGBTQ+ 和性别包容性科学教育改革取得了进展，但这些运动因缺乏统一的教学和实践指南而受到阻碍，特别是针对跨性别、非二元性别和具有性别创意的青年。本研究以跨性别者创建的批判性教育概念框架为背景，探讨了 10 名跨性别科学教师的教学实践，目的是从他们创建性别包容性课程的经验中学习。从数据（深度访谈、教学材料样本和反思性教学陈述）中得出了TRANS（非二元和性别包容性科学教育的跨性别和研究知情方法）性别包容性科学教育教学法框架。该框架立足于通过跨信息视角进行科学教学的三个领域：质疑和获取权力、抵制本质主义以及拥抱经验知识和个人认识论。这项研究的结果有助于我们不断加深对性别包容的科学学习环境的理解。重要的是，这项研究扩大了教师的经验知识，而这些教师的声音在围绕性别和 LGBTQ+ 包容性科学教育实践的研究中严重缺失。此外，源自教师经验的框架可用于指导教育工作者使他们的科学课堂更安全、更具性别包容性。