Providing more equitable pedagogies to all students, including those who are traditionally underrepresented, is a high priority of science education. In this paper, we outline how we coupled Indigenous Ways of Knowing with investigations about plant phenology, or the timing of plant development, a trait that is expected to shift with a warming climate. We paired the investigations with lessons that allow secondary students the opportunity to explore the cultural significance of common milkweed (Asclepias syriaca), a host plant for the iconic and threatened monarch butterfly (Danaus plexippus). In our teaching, we specifically investigate the effect of milkweed phenology, or the timing of development, on species interactions. From teaching students in a variety of contexts about milkweed phenology and species interactions, we have learned that the topic is engaging and accessible to many students. We find that coupling inquiry with explorations of the cultural significance of milkweed deepens students learning and generates opportunities to compare Indigenous Ways of Knowing and Western Science and to learn how they can work together to assess the impacts of climate change.

One of the goals of the Next Generation Science Standards is to make science accessible to all students, which includes students with disabilities such as blindness and visual impairments (BVI). However, educators of students with BVI have limited experience providing scientific investigations for this population. Carabajal et al., ( 2017) and Miles et al. ( 2022), have shared research that provides information and accommodations for students with BVI learning Earth Science. While challenging, teachers willing to facilitate science instruction with modified and assistive tools will help ensure the success of their BVI students in the classroom.

Freshman general science students already know the atom is composed of a nucleus containing protons and neutrons with electron circling the nucleus. This hands-on modeling lab allows students to visualize and discover the electrons mass is far less and negligible compared to the nucleus. They probably have been told this in previous science classes through memorization.

All students should have opportunities to investigate issues related to their personal interests and community priorities. Teachers value these goals but often lack materials that follow students' meaningful questions about phenomena while meeting standards. This article highlights strategies for developing materials that address standards rigorously and engage diverse student interests and community priorities. The strategies include choosing meaningful phenomena, building relevance, supporting understanding of how human systems shape phenomena and problems, and enabling equitable participation through educative guidance in materials. We illustrate these strategies by highlighting how a consortium of educators and researchers created the OpenSciEd instructional materials for high school, presenting examples of how they are reflected in courses in biology, chemistry, and physics. These materials use a storyline model centered on students’ questions about phenomena and addresses all high school NGSS performance expectations. The article also discusses how teacher teams can adapt these strategies to their local contexts, using resources like student surveys, Universal Design for Learning, and community-based investigations to make science education more inclusive and relevant for students from nondominant groups and communities.

Teaching Through Trade Books

Editor's Note

This paper discusses two teachers’ experiences implementing a phenomenon and problem-driven curriculum for the first time in two kindergarten classes. It describes how teachers shifted their teaching to support students’ collaborative sensemaking about phenomenon. It also discusses how the teachers helped students overcome anxiety about uncertainty when figuring out phenomenon and during an engineering design challenge. Throughout the paper teachers offer detailed descriptions of the adjustments they made to their instructional methods and how those changes in pedagogy impacted students during the curriculum. Impacts to students’ overall sense of academic agency are also discussed. Finally, the paper addresses real-world concerns facing teachers transitioning to phenomenon and problem-driven instruction, including the amount of class time allocated to science learning and the amount of content required by the Next Generation Science Standards.