Abstract
The present case centers on a socioscientific issues-based lesson taught by a preservice teacher (PST) in an AP Biology class. The PST designed and delivered a lesson on disease transmission and ways to avoid infection with connections to the COVID-19 pandemic mask mandates and vaccine reticence. The Principal received several emails from parents (positive and negative), citing the incorporation of political issues and critical race theory into the science lesson. With this framing, the case depicts how the Principal, PST, university supervisor, and cooperating teacher navigate the situation. The case highlights the role of school leader as instructional leader. In particular, to interact with teachers and other stakeholders about content and pedagogy, leaders must develop leadership content knowledge (LCK). The present case offers school leaders an opportunity to build LCK around the Nature of Science and socioscientific issues, while exploring how they might address challenges to curriculum and pedagogy.
Recommended Citation
Graham, S., Bloom, M., Quebec Fuentes, S., & Jimerson, J. B. (2022). Socioscientific Issues-Based Instruction: The Messier Side of (Leading) Science Teaching. Journal of Educational Supervision, 5 (2). https://doi.org/10.31045/jes.5.2.4
DOI
10.31045/jes.5.2.4
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Science and Mathematics Education Commons
Rights Statement
