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Make Science Accessible, Make Thinking Visible, Help Students learn from each other, promote lifelong learning through reflection (Darling-Hammond, 2008, p.171)

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Teachers should engage with the community where they teach (Morales-Doyle, 2015, p. 1057).

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Students should be active agents, not passive receptors of learning. Students should actively use prior knowledge and flexibly adapt their understanding based on new information (Darling-Hammond, 2008, p. 165-171).

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Students use their lived experiences to draw connections between the concepts and apply the knowledge to help solve problems (Darling-Hammond, 2008, p. 189). In Davis-Schaffer (2019), he would describe students as "sense and meaning makers" where they need to draw upon their analysis of a problem of scientific phenomenon in order to arrive at a solution (p. 5). In Morales-Doyle (2015), students act as "transformative thinkers" where they bring back and apply their learning to issues affecting their communities (p. 1037).

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Student engagement in sociopolitical analyses through discussions, posters, short films that show complex, nuanced thinking about sociopolitical issues (Davis and Schaffer, 2019, p. 18).

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The teacher should establish, model, and encourage norms of interaction and reflect good inquiry practices. Teachers should have a sophisticated understanding of the content, the learner and the goals of instruction (Darling-Hammond, 2008 p.9 and p.30)

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"First, teachers’ work is guided by a repertoire of instructional practices that enable them to adapt and innovate pedagogical routines and tools to meet students’ emerging needs. Second,

teachers enacting ambitious instruction work with, and on, students’ science ideas over time." (Stroupe, 2014, 491)

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"Many researchers have successfully addressed student misconceptions and promoted deep understanding of science concepts by presenting students with broad conceptual frameworks of ideas instead of disassociated facts" (Zimmeran & Stage, 2008, p.174).

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Create opportunities for students to engage with science and create space for students to make meaning of science in a variety of ways (Davis and Schaffer, 2019, p. 20).

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Multiple layers of meaning making and interdisciplinary- layered process of interpreting events, discourse, feelings (Davis & Schaeffer, 2019, p.4)

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"We therefore caution against conceptions of justice-oriented science education that focus exclusively on the identification of problems" (Davis and Schaffer, 2019, p. 20). There is a desire to move away from deficit or damage-centered narratives.

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"Students active participation in disciplinary work" (Stroupe, 2014, p. 491).

Science as logic - "Role of scientific reasoning that apply across disciplines, such as formal logic, heuristics, and thinking strategies"

Science as theory - "Student learning as conceptual change"

Science as accumulated knowledge - "students memorize facts from canonical textbooks whose authors preorganize the information for public consumption" (Stroupe, 2014, p. 490).

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It is multidimensional (assessments, participation and etc. )but most importantly students are able to develop critical thinking skills and even synthesize new (and old) information to create new ideas with the ability to apply scientific knowledge to real world activities.

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Learning is understood as the process of becoming a legitimate participant in science-as-practice/Stroupe frames learning as students engaging in the conceptual, social, epistemic, and material dimensions of scientific practice (p. 492)

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“Children’s conceptions of water are shaped not only by scientific instruction, but also by their lived experiences of injustice and marginalization.” ( N.Davis & J. Schaeffer (2019, p.4)

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Provide opportunities to learn science-as-practice (Stroupe, 2014, p. 493).

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Students acquire strategies for coordinating theory and evidence, identify and reason about experimental design, and distinguish patterns of evidence that do and do not support a definitive conclusion (Stroupe, 2014, p.490)

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Learning is evident when students are able to articulate their understand, apply the skills learned, and use the giving skills in other subject areas to make sense/meaning of the content. According to Stroupe (2014) Learning is when you have students deeply engaged in the content, asking questions, and making sense of complex concepts/ideas.  In the presence of these components there is evidence of a socially rich culture emphasizing student discourse, self regulations, and decision making.

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Beyond just mastering and critiquing sanctioned forms of scientific knowledge, learning is to engage in social change (Morales-Doyle, 2015, p. 1037)

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Students are positioned as epistemic agents (Stroupe, 488)

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Learning is not just about acquiring scientific facts; it’s about developing a critical awareness of the world (D.Morales-Doyle).

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According to Zimmerman and Stage, the teacher must first promote reflection on prior ideas then introduce students to science based content. Next the teacher increases the rigor while providing the necessary supports, ultimately the goal is provide students opportunities to demonstrate their understanding using science discourse. (Darling-Hammond, 2008 p. 183)

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Students are transformative intellectuals- who use science to enact social change (Morales-Doyle, 2015, p. 1037)

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Students sharing science ideas publicly (with class) (Stroupe, 2014, p. 509).

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"to engage students in developing their scientific understandings and critical consciousness so that they can make sense of the various way this relatrionship might manifest in their lives and communities "(Morales-Doyle, 2015, p. 1051).

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By continually shifting cognitive authority to students, teachers reframed ‘what counted’ as student learning; .... in science-as-practice.” (p. 502)

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While not in perfect alignment with the concept of justice, an argument could be made that Stroupe (2014) there is a part of his theory that speaks about the class space itself:

Granting cognitive authority to some individuals implies a division of cognitive labor exists in which those with such authority get to “certify” and communicate knowledge, and those without authority are assigned the tasks and work that those with power deem necessary. These divisions in cognitive labor result in a hierarchy in which those without cognitive authority are placed in less powerful

positions. Addelson (1983) suggests that such divisions in power have a bearing on how and what knowledge develops within science practice communities and how knowledge

is communicated to and received by the society at large. (Stroupe, p. 493- 494)

The framing of science as “public” or “private” influenced (a) the percentage of students sharing ideas on the public plane of the classroom community and (b) the number of science ideas initiated and kept in play on the public plane. The percentage of students sharing the percentage of students sharing ideas in Maria, Karen, and Joseph’s classrooms

was consistently higher than the number of students participating in Rebecca and Lucy’s classrooms (Stroupe, p. 508)

Another purposeful instructional move by Maria, Karen, and Joseph to negotiate novel science practice communities with students was to position science as a public practice, making the class the collective

“knower.” This finding aligns with Knorr-Cetina’s (1999) assertion that productive labs are places where “Lab leaders counteract and dissipate the individualizing forces and the social power accumulated by certain individuals and groups” (Stroupe. 512).

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"A critical component of learning for understanding is thinking about one's prior knowledge, connecting that knowledge to other understandings within a conceptual framework, and accessing the knowledge so it can be applied to novel problems" (Darling-Hammond, 2008, p. 188).

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“Teachers must draw out and work with the preexisting understandings that their students bring with them.” (Donovan and Brandsford)

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Evidence of understanding can look like incorporating the learning or tools and approaches that when you approach a complex task you have a way to problem-solve (Darling-Hammond, 2008, p. 191).

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"Cristina expresses ownership and agency with respect to producing knowledge about the problem" (Morales-Doyle, 2015, p. 1052).

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lack of /absence of justice:

“Rebecca and Lucy, however, negotiated science as a ‘private’ practice with students. They positioned students as solitary individuals responsible for completing tasks alone and silently with few opportunities for collaborative learning.” (Stroupe, p. 507)

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“Understanding is demonstrated through participation in the epistemic and social practices of a scientific community.” (Stroupe, 2014).

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Morales and Doyle (2015) provide a justice-centered science pedagogy, where teaching and learning science is grounded in social justice- science begins and ends with social justice. This moves beyond just using science as a catalyst for social justice, but begins science education with the problem, what they describe as problem-posing education.

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The students' learning around the contaminated water in Flint led to the students discussing whether water is a human rights issue. Students were able to connect and articulate their learning to their own experiences. Students were also able to connect the water contamination in their own community to the broader issue of inequity (Davis and Schaffer, 2019, p. 19).

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Justice in science is addressed when instruction specifically engages students in understanding and possibly challenging the historical and current ways in which science and systemic structures have contributed to social inequities. This includes recognizing whose knowledge is valued, whose communities are affected by scientific and environmental decisions, and who has access to scientific learning and tools.

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Justice-centered science instruction connects content to students lived experiences and communities, fostering critical inquiry into issues such as environmental racism, health and healthcare inequities, and the ethical components of science. It empowers students to use scientific practices not only to understand the world, but to transform it.

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Morales-Doyle would argue that justice is at the forefront of science education because it teaches science through a social justice framework. Further, they conclude that students will acquire the scientific knowledge necessary to support their communities and challenge the oppressive systems and conditions that are issues because of the science behind them. Stroupe looks at students as epistemic agents, where they shape the knowledge of their communities. In Davis & Schaffer, they use a Freirian approach, where they look to students as change makers, drawing upon their scientific knowledge to make a difference and remove their communities from oppressive states.

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Justice is addressed through the immersion of culturally responsive curriculum/content.  Pedagogical approaches that ensures connections to real wold experiences.  This of course begins with the school leader critically self reflecting and initiate the process of self reflection for the entire school.  Hence, school leaders must promote, protect (professional development) and practice (routines, structures, and etc.) cultureally responsive leader moves that include minoritized identities (Khalifa, 2018). Embrace social and historical contexts that are associated within the communities.

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Stroupe argues that when all students especially those from historically marginalized groups — are given opportunities to participate in the practices of science, they are recognized as knowledge producers. This challenges traditional classroom hierarchies and dominant norms about who “does” science.

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“Equity in science education will not be achieved through technical or isolated means, but by transforming it as one part of the unjust societal context in which it occurs” (Morales-Doyle, 2015, p. 1035). Morales-Doyle pushes us to recognize that real change in science classrooms has to come from disrupting the systems that created the inequity in the first place. He introduces antioppressive education as a framework that moves us to transformative work. For science instruction, that means helping students see how science can be used to make sense of the world around them in ways that affirm their identities and lived experiences.

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Morales-Dolye (2015) suggests that without justice-centered pedagogy, students will lack the complexity of linkage between social issues and scientific issues.

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Table 3 on pages 505–506 of Stroupe’s article. The table is titled:

“Examples of Students’ Discursive Moves Illustrating Epistemic Agency”

Student examples around claims,new science ideas, questioning each other,...etc

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"Identifying issues that reside at the intersection of community concerns and canonical science understandings requires teachers to understand both of these components deeply in their own right, but they also have to be able to see how these concerns and understandings fit into larger social political contexts" (Morales-Doyle, 2015, p. 1057).

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Students are critically thinking and made aware of their position on systems/content that matters to them. Students are taking an active stance if their learning (drawing connections). Activating their prior knowledge, accessing/understanding their identity (how it impacts their learning), and connecting their lived experienced to apply the scientific concepts/ideas.

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In Camangian's (2015) humanizing pedagogical process, the process ends with inspire- the culmination of learning to craft social commentary that has bearing on the lives of oppressed peoples (p.443).