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.
This tool provides examples of how teachers have supported students in revising models over time and why it is important for science and society in light of new evidence.
The Rapid Survey of Student Thinking (RSST) is a teacher tool that can be used to make sense of student ideas as part of formative assessment and responsive teaching.
The Studio Model is a form of job-embedded professional learning that takes place in teaching and learning spaces like schools.
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995