Where Do We Start And Where Do We Go? Emerging Findings Informing the Design of Responsive Professional Learning With Secondary Science Teachers.

Abstract

This poster examines secondary science teachers' curricular adaptation work during summer workshops as part of the EMPOWER project, which supports teachers in adapting their curriculum to foster students' epistemic and critical science agency. Through a comparative case study, we demonstrate how two teacher teams started with different goals but each navigated tensions between connecting goals for epistemic agency (EA) and cultural relevance and responsiveness (CRR) in both the content and the moment-to-moment interactions of their focal lessons. Their varied trajectories underscore the importance of supporting teachers in toggling between these dimensions when designing justice-oriented science curricula.