Humanizing pedagogy for critical science education: a framework for the professional development of middle school science teachers

The underrepresentation of marginalized identities in the U.S. STEM workforce persists, highlighting the critical role of middle school science classrooms in early STEM development. While these classrooms offer rich opportunities to develop inclusive pedagogical practices, recent efforts have largely focused on student interventions, neglecting the central role of teachers. Many existing pedagogies prioritize standards and accountability: hindering students' critical thinking and lacking contextual relevance to science. This study examined the effects of a teacher intervention program based on the Humanizing Pedagogy for Critical Science Education (HPCSE) framework. HPCSE emphasizes: (1) challenging status quo knowledge, (2) centering content on students’ authentic lived experiences, and (3) helping students experience success by utilizing their class contributions. A mixed methods intervention design was employed to assess changes in middle school science teachers’ HPCSE practices and beliefs. Key findings revealed that the professional development experience fostered a collaborative culture of inquiry, enhanced teachers' understanding and application of the HPCSE framework, and increased awareness of the need for deeper introspection on diversity, equity, and inclusion within science education. The study provides valuable insights into teachers' learning processes and the obstacles they face when engaging with professional development materials. The findings underscore the ongoing need for advancements in implementing humanizing pedagogies in K-12 science classrooms and K-12 science teacher professional development.