Journal of Science Teacher Education

, 19:235

First online:

Making the Hidden Explicit: Learning About Equity in K-8 Preservice Science Education

  • Tamara Holmlund NelsonAffiliated withCollege of Education, Washington State University Vancouver Email author 

Rent the article at a discount

Rent now

* Final gross prices may vary according to local VAT.

Get Access


Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged them to think more critically about their roles as teachers in creating spaces where all children have access to quality science learning experiences.


Preservice science teacher education Equity Video reflection Elementary science