ADDRESSING THE DEVELOPMENT AND USE OF INNOVATIVE AND INCLUSIVE PEDAGOGICAL FRAMEWORKS IN THE EARTH, ENVIRONMENTAL, AND SPACE SCIENCES

The purpose of this study addresses the development and use of innovative and inclusive pedagogical frameworks in the earth, environmental, and space sciences. These sciences are interdisciplinary and experiential endeavors. Many students are attracted to these sciences because of interests they had as youth or via tactile involvement through museum visits, field trips, and lab courses. The recognition that there is a dearth in minority representation in these sciences leads to the question of when the lack of interest and involvement occurs. Therefore, it is necessary to discover what pedagogical steps can be taken to create an inclusive environment in K-12 education which will foster the interest needed for increased representation among students pursuing higher education and careers in these sciences.

In this study, the author combined the Virginia Standards of Learning (SOL) guidelines for Earth and Space Science as well as Environmental Science courses with a pedagogical framework which incorporates culturally responsive teaching (CRT), place-based education, systems thinking, and traditional ecological knowledge (TEK) information and perspectives. This study indicates when students in K-12 and specifically in 9-12 science courses are provided with curricula which are informed by this pedagogical framework they are able to develop a deeper connection to the material through their cultures and place. These pedagogical approaches seek to develop a caring, inclusive, and multicultural learning environment via a thoughtful use of these teaching methods which deliver content that is personally relevant for each member of the class. When all students can see themselves and their cultures represented in these sciences, their class engagement levels are increased and their likelihood of pursuing these sciences as careers is enhanced.