Dr. Macalalag Empowers Teachers to Link Science and Society Through Professional Development Program in São Paulo, Brazil

Arcadia University Associate Professor of Science, Technology, Engineering, and Mathematics (STEM) Education Dr. Augusto Macalalag partnered with Dr. Adrianna Leonidas de Oliveira from the University of Taubaté to conduct a professional development program on teaching through socioscientific issues (SSI) in São Paulo, Brazil.

Taking place from September through December 2024, the program worked with 18 high school science teachers and emphasized integrating real-world challenges into science lesson plans. Dr. Macalalag brought his expertise in STEM education to the program, leveraging the SSI and sociotransformative constructivism (sTc) frameworks to guide educators.

"By integrating these domains, educators can cultivate scientifically literate students who are prepared to address real-world challenges," he explained. "These frameworks empower students not only to understand science but also to use it as a tool for improving their communities and addressing global issues. This approach nurtures critical thinkers, problem solvers, and active citizens who can make meaningful contributions to society."

Dr. Macalalag's partnership with Dr. Leonidas de Oliveira began when they collaborated on the 2021 study "Students' awareness, perceived ability, value, and commitment to science and mathematics: A perspective from high school students in Brazil," which explored perceptions of science and mathematics in relation to awareness, perceived abilities, value placed on these subjects, and commitment to pursuing STEM careers in Brazilian high school students.

"The findings revealed significant gaps in student engagement and motivation, which were often influenced by socio-cultural and educational factors," Dr. Macalalag said. "This sparked our mutual interest in designing professional development initiatives for teachers that would make STEM subjects more relatable and engaging for students by connecting them to real-world societal challenges."

Dr. Macalalag also published two articles in 2024, in which he examined educators in the Philadelphia region using SSI and sTc frameworks in the classroom. The first, titled "Socioscientific Issues: Promoting Science Teachers' Pedagogy on Social Justice," was published in Disciplinary and Interdisciplinary Science Education Research and demonstrates how educators connected science to real-world experiences, facilitated community-focused projects, and promoted critical thinking and social agency. It highlights both the enrichment of STEM education through interdisciplinary learning and the challenges teachers face in navigating ethical dimensions in science education.

The second, titled "Teachers' Pedagogical Content Knowledge on Socioscientific Issues and Social Justice," was published in the Turkish Journal of Education and evaluates a two-year professional development program designed to help STEM educators integrate SSI and social justice into their teaching. Through teacher surveys and focus group interviews, the research reveals enhanced expertise in SSI pedagogy, improved connections between STEM concepts and students' lives, and increased use of inquiry-based learning.

This research helped to inform the program Dr. Macalalag led with Dr. Leonidas de Oliveira in São Paulo, and his forthcoming research will examine the use of these approaches with educators in Brazil.