The reasons particular people enjoy science, pursue science, and see themselves as science people, or not, are diverse and complex (Brickhouse, et al., 2000). The ways that teachers present science and value particular ways of knowing and doing in the classroom can influence which students see themselves as science people (Carlone et al, 2011). When teachers treat one particular cultural way of knowing in science as the superior way of knowing, specifically Eurocentric ethnoscience with its grounding in whiteness, heteropatriarchy, Protestantism, and settler colonialism, they create/maintain a hierarchy of knowledge that limits how all students can participate and see themselves in science, in particular girls, Black students, Indigenous students, and students of Color (Archer et al., 2010; Bang et al., 2012; Mutegi, 2013). Especially as Eurocentric ethnoscience is often presented as neutral, objective and universal (Harding, 2006), science teachers may not realize that there are multiple ways to know and do in science. In this study I draw from Gee’s (2016) conception of Framework Discourse Analysis to posit that pre-service science teachers (PSTs) can be supported to articulate, question, and revise their socially-derived ideas/expectations of science and teaching (i.e., their “frameworks” of science and teaching) through participation in my two-semester long Science Teaching Methods Class focused on justice-oriented science teaching. Through a case study of three PSTs’ select artifacts from the class and interviews the summer after the class, I identified each PST’s frameworks of science and teaching, how PSTs questioned and revised these across Methods Class, and which types of Methods Class activities supported this articulation, questioning, and revising of frameworks. I found that all PSTs clearly articulated their frameworks of science and teaching and that a pluralist/contextual framework of science was important in developing justice-oriented science teaching frameworks. In addition, the types of Methods Class activities that supported clearer articulation of science and teaching frameworks were those focused on connecting science and culture, expanding notions of what it meant to be a “successful” science student, and methods to recognize and address the sociopolitical in science and teaching in the classroom. These findings have implications for the use of Gee’s (2016) Framework Discourse Analysis as a guide for raising critical consciousness and recognizing value in multiple ways of knowing and doing. In addition, they raise questions about criteria for recruiting pre-service science teachers and assessing their readiness to enter the field of teaching as justice-oriented science teachers.
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