|Understanding Democratic STEM Teaching||Student Voice||Shared and Transformational Authority||Critical STEM Literacy|
|Democracy applied to science pedagogy||Students have a right to free speech: the right to debate and question competing ideas, using evidence||Teachers acknowledge and leverage student intellectual property - “funds of knowledge” and prior science knowledge. Students have choice in what they learn and how they extend and apply their science knowledge||Marginalized students move towards the center of science classrooms and engage in critical subject agency – becoming subject matter experts who leverage their knowledge for small- and large-scale change|
|Operationalizing democratic science teaching in classrooms||How, when, how often and why students express voice, especially as evidence-based opinion, and how and when teachers leverage this voice||When, how and how often curriculum is situated in students’ life experiences, home life, background and cultural/social identities.
Numbers and types of choices available to students in their science classrooms
|How, when and how often students investigate science and science education from a “critical” lens, demonstrate subject-matter expertise and engagement and leverage these to reflect and act on injustice in their lives|