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Abstract
The purpose of this study was to examine undergraduate science majors experiences through reflective disequilibria in a science service-learning course. This qualitative case study sought to understand how undergraduates made meaning out of experiences teaching science in local K-8 classrooms. Deweys (1933) notions of reflection were used as a theoretical framework because it assumes that a reflector experiences a disequilibrium that prompts him/her to reflect on their experience to better understand their situation. It also acknowledges that to be effective, reflection must happen individually and in community. Data collection methods included written journal entries, audio-recorded group discussions around hypothetical scenarios, and semi-structured interviews. Data was analyzed using Jay and Johnsons (2002) Typology of Reflection to assess students levels of reflection and thematic analysis. The emergent themes are divided into two categories: themes related to the experienced disequilibria and undergraduate reflective responses. Four themes involving students disequilibria are discussed. FOCUS students experienced the most disequilibria around their role in the classroom, the socio-economic and other perceived barriers to learning they felt their students experienced, a desire to ensure that science was taught accurately and appropriately, and the desire to teach their students how to be successful in science and education. Four themes involving reflective responses are also discussed. In their reflections, FOCUS students needed to be able to identify with the topic of reflection to offer reasonable solutions to problems. Group discussions were beneficial for lesson planning and discussing challenges that students faced. Students reflected on issues of privilege in written reflections, but not in group discussions. A reflective taxonomy guided students to think more deeply about their service-learning experiences. Findings have implications for future science education research and practice. Implications for practitioners include better structural supports for student reflection both individually and with their peers, particularly around difficult topics like socio-economic issues and privilege. Practitioners are encouraged to engage their students in collaborative reflection and to engage them in multiple opportunities to reflect deeply. In science education research, there is need for more in-depth research on reflective disequilibria in science service-learning and the use of reflective writings as data.