Abstract
This study focuses on the lived experience of an experienced biology teacher and their desire/ability to develop a gender-inclusive curriculum. Grounding on a narrative inquiry methodology, the narratives of our genderqueer high school biology teacher illustrate their beliefs about biology teaching and advancing students’ knowledge in ways that empower the students. The study highlights a need to teach biology in a way that develops students' critical mindset as part of a 21st-century skill by emphasizing and weaving sociopolitical issues into their curriculum.
Document Type
Brief
DOI
10.5703/1288284317605
Recommended Citation
Tran, Khanh; Magnuson, Olivia; Johnson, Eric; and Guzey, S. Selcen, "Critical Mindset as a 21st Century Skill: Challenging Heteronormative Assumptions through Teaching High School Biology" (2023). Indiana STEM Education Conference. 12.
https://docs.lib.purdue.edu/instemed/2023/briefs/12
Included in
Critical Mindset as a 21st Century Skill: Challenging Heteronormative Assumptions through Teaching High School Biology
This study focuses on the lived experience of an experienced biology teacher and their desire/ability to develop a gender-inclusive curriculum. Grounding on a narrative inquiry methodology, the narratives of our genderqueer high school biology teacher illustrate their beliefs about biology teaching and advancing students’ knowledge in ways that empower the students. The study highlights a need to teach biology in a way that develops students' critical mindset as part of a 21st-century skill by emphasizing and weaving sociopolitical issues into their curriculum.