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Designing Expansive Science and Engineering Learning for Heterogeneity, Justice, and More Sustainable Futures
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Author(s): Symone A. Gyles (University of California, Irvine, USA), Elizabeth Starks (University of Washington, Bothell, USA), Veronica Cassone McGowan (University of Washington, Bothell, USA), Bryan White (University of Washington, Bothell, USA)and Carrie Tzou (University of Washington, Bothell, USA)
Copyright: 2026
Pages: 36
Source title:
Science Education and Culturally Sustaining Pedagogies: Research, Practices, and Critical Reflections
Source Author(s)/Editor(s): Diane Silva Pimentel (Brown University, USA)and Karen L. Terrell (Loyola University Maryland, USA)
DOI: 10.4018/979-8-3373-5342-5.ch004
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Abstract
As the science and engineering disciplines push toward more culturally sustaining and justice-centered approaches, there is a growing need to support educators in designing more expansive learning experiences. In this chapter, we provide a Justice-Centered Design Matrix to support formal and informal science and engineering (SE) educators in (re)designing their curriculum and pedagogy to weave in the sociopolitical and sociocultural contexts of SE with the edges of disciplinary knowledge and practices toward expansive learning experiences. Through an overview of the design matrix and illustrative examples of how the matrix was used to design learning experiences for a pre-service teacher SE content course and in-service professional learning course, we describe how this framework can be used to design culturally sustaining and justice-centered SE learning experiences. In creating a framework for educators to critically reflect on their design and practices, we propose a model for how to make culturally responsive and sustaining pedagogies and curriculum in SE more accessible.
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