T232 The Role of Geoethics, Equity, and Environmental/Ecological Justice Education in STEM: The Geosciences Story

Wednesday, 12 October 2022
8:00 AM - 12:00 PM
Mile High Ballroom 1D

HISTORICAL AND REFLECTIVE NARRATIVES FOR CREATING AWARENESS ABOUT THE INFLUENCE OF SOCIETY AND CULTURE IN THE GEOSCIENCES

Paper number: T232-10
Program: Technical Sessions
Time: 10:05 AM – 10:20 AM

Authors

  • Isheka Orr Presenting Author
    Indiana University-Purdue University Indianapolis, Indianapolis, IN
  • Samuel Nyarko
    Indiana University-Purdue University Indianapolis, Indianapolis, IN

Abstract

Current science education efforts emphasize the need to train students to understand the influence of society and culture in science. In the geosciences, training students to understand this domain of science does not only promote their interest and community engagement in the field, but also has the potential to promote awareness about diversity, equity and inclusion (DEI) issues. However, explicit instructional activities that promote students learning of the role of society and culture in science remain scant. A promising approach suggested and speculated by researchers is historical approach that integrates explicit cultural and societal issues in science. In this study a two-day class unit intervention that integrates explicit nature of science objectives and the role played by culture and society in the development of the plate tectonics theory was introduced in an undergraduate course for non-science majors. We measured the influence of the lesson on students’ awareness and knowledge about the influence of society and culture on science through reflection essays after the lesson. Deductive and inductive analysis of the reflections indicated that explicit instruction through history provided an avenue for students to develop awareness about society and culture influence in science such as representation, genderism, and support for minority knowledge. Results imply that geoscience educators should consider using an explicit and reflective approach when teaching about nature of science issues.

Geological Society of America Abstracts with Programs. Vol. 54, No. 6

doi: 10.1130/abs/2022AM-378013

© Copyright 2022 The Geological Society of America (GSA), all rights reserved. Permission is hereby granted to the author(s) of this abstract to reproduce and distribute it freely, for noncommercial purposes. Permission is hereby granted to any individual scientist to download a single copy of this electronic file and reproduce up to 20 paper copies for noncommercial purposes advancing science and education, including classroom use, providing all reproductions include the complete content shown here, including the author information. All other forms of reproduction and/or transmittal are prohibited without written permission from GSA Copyright Permissions.