In this interview, Dr. Kang discusses co-designing science learning with secondary science teachers at the intersection of climate justice, civic engagement, and the Next Generation Science Standards. See how she positions this co-design work as identity work.
From a justice perspective, Dr. Kang highlights how curriculum can be a tool for teachers to enact and refine justice-centered identities and address community and global injustices.
Read more about transforming science learning through co-design: Kang, H., & McBeath Nation, J. (2023). Transforming Science Learning framework: Translating an equity commitment into action through co-design. Journal of Science Teacher Education, 34(6), 667-687.
Book club on centering student identities and productive science discussions, resulting in increased teacher buy-in and more effective classroom practices.
Nathan Spence explains how he designs for regional level Ambitious Science Teaching support through coaching cycles
By Ann Schumacher & Josh Simondet, Puyallup...
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995