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Recent findings from the University of Michigan highlight that novice elementary instructors advocating for equity in science are notably successful in engaging students from diverse backgrounds.

Researchers at U-M discovered that these emerging educators are forging innovative avenues in science teaching by facilitating scientific dialogues, employing creative learning techniques, and motivating children to take an active role in scientific inquiry.

“When educators are prepared to nurture a more equitable and just framework within science, it not only boosts children’s grasp of scientific principles but also empowers them to perceive themselves as scientists and utilize science to tackle pressing issues within their communities,” stated Elizabeth Davis, a faculty member at U-M’s Marsal Family School of Education.

“New educators employ a variety of effective techniques to strive toward more equitable science instruction. They differ in their focus on opportunity and accessibility, representation and identification, broadening what is considered science, and engaging children as catalysts for change using science to foster a better world. This diversity underscores the multitude of entryways into this complex task and reveals the many strengths of these educators.”

The investigation, featured in the General Proceedings of the 5th Annual Meeting of the International Society for the Learning Sciences 2025, also pinpointed areas for improvement: These educators were inconsistently likely to broaden the definitions of what constitutes science and to make connections between science and social justice.

Davis, along with co-authors Jessica Bautista and Victoria Pérez Nifoussi, noted that the research contributes to understanding how various equity approaches in science education can synergize, potentially shaping future teacher preparation for enhanced K-12 science learning.

They highlighted the pressing need for teacher educators and curriculum creators to supply more concrete examples and resources to assist future teachers in navigating complex, justice-focused methodologies in science.

“Every child deserves the chance to experience the joy and awe of the natural world, yet science is significantly less emphasized compared to language arts or mathematics in elementary education,” Davis noted. “Moreover, numerous students face marginalization in science, including girls, students of color, children with learning differences, as well as queer or gender nonconforming youth.”

Funding challenges affect sustained research efforts

This research is part of the U-M ASSETS initiative, a longitudinal study spanning four years that commenced in September 2023. Though scheduled for a four-year duration, the project, financed by the National Science Foundation, was discontinued in its 20th month, just under two years from inception.

“The discontinuation of these NSF initiatives—centered on STEM education, particularly equity in STEM—is destined to negatively impact science education for generations to follow,” Davis remarked.

“We are pursuing additional funding for this project. Regardless, we will remain committed to supporting the educators involved in this initiative and will continue collecting and analyzing data to the best of our abilities.”

The team is currently focused on characterizing the participants’ initial year of teaching to evaluate how their methods for equitable and just elementary science education align with, or differ from, their approaches during their teacher training.

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