Translating contemporary scientists’ knowledge and practice into classrooms: Scalable design supporting identity work

There are new demands on science education for students moving into uncertain futures, including engagement with scientific practices, and understanding of the nature scientists’ work. Furthermore, there is increasing recognition interest in construct identity as a powerful way looking at students’ studies futures. In Australia has been policy-level curriculum advocacy focused finding practical ways to represent scientists, their research practices specialist knowledge context learning. Research partnerships shows this strong outcomes pedagogies that privilege student active practices. As part an ongoing program investigating possibilities more thorough scalable representation contemporary classrooms, paper reports (a) survey teachers probing beliefs regarding science, (b) entailments producing evaluating online resources scientists working key areas. The identifies overwhelmingly positive about representing varied they do that, but also range structural barriers resulting low levels practice. We describe design principles process by which translated classroom learning sequences engage backgrounds motivations, data analysis, ethical wider framings research. Preliminary trialing (previously reported) enhanced contemporary, societally relevant we interpret these experiences forming agency-developing. argue construction availability such potentially engaging with: science; motivations living reality scientists; societal personal relevance lives. Engagement involve actively generating responding concerns introducing ideas providing identity-shaping opportunities than current established identified survey.