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Creative Critical Inquiry

Transforming Our Understandings of and Engagements in the World

Series:

Jennifer D. Adams

Abstract

Twenty-first century scientific problems are complex and have multiple, intersecting etiologies that require us to work across disciplinary boundaries in order to solve them. This warrants creative scientific thinking that will lead to the new knowledge, innovations and social movements that will address existing and emergent issues and move us towards more equitable and sustainable futures. This chapter offers and approach for thinking about creativity in relation to science teaching and learning. Using the example of extreme climate events, I situate this issue in the economic, historical and social contexts that complicate the both the causes and challenges of addressing this issue. This is followed by a discussion of the Crit-Trans heuristic created to expand opportunities for all students, especially racialized and marginalized students, to engage in science in meaningful ways. I then expand on this heuristic by centering creativity in order to broaden how people approach and address scientific challenges from classroom-based tasks to the larger societal issues. I provide an example of a creative engagement with science to offer a starting point from which to build the creative practices necessary in science teaching and learning in order to imagine and advance a better society for all.

Science Education

Diversity, Equity and the Big Picture

Series:

Shakhnoza Kayumova, Lucy Avraamidou and Jennifer D. Adams

Abstract

In the awaking of the second millennium the world finds itself facing a series of globally interconnected and locally specific challenges: climate change, the quality and security of food, water and air pollution, political instability, refugee crisis, poverty, migration, racisms, sexisms, gender bias, and various other forms of sociopolitical and economic inequalities and oppressions. These challenges create new needs and raise expectations for science education, especially in addressing goals related to diversity, equity, and social change. In this chapter, we define theoretical constructs that feature centrally in efforts to address these goals in science education. Following on that, we offer as examples, brief descriptions of current research projects that we are engaged in, which are framed within these constructs and address goals and issues related to global challenges.