Teaching Science as a Cultural Way of Knowing: Merging Authentic Inquiry, Nature of Science, and Multicultural Strategies

Autor/inn/en	Meyer, Xenia; Crawford, Barbara A.
Titel	Teaching Science as a Cultural Way of Knowing: Merging Authentic Inquiry, Nature of Science, and Multicultural Strategies
Quelle	In: Cultural Studies of Science Education, 6 (2011) 3, S.525-547 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-011-9318-6
Schlagwörter	Multicultural Education; Culturally Relevant Education; Scientific Principles; Science Instruction; Science Education; Teaching Methods; Educational Change; Hispanic American Students; African American Students; English (Second Language); Second Language Learning; Inquiry + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	Due to the growing number of students from populations underrepresented in the sciences, there is an intensified need to consider alternatives to traditional science instruction. Inquiry-based instructional approaches provide promise and possibility for engaging underrepresented students in the activities of science. However, inquiry-based instruction without culturally relevant pedagogy and instructional congruency, may not be sufficient to support non-mainstream students in science learning, and may even serve to challenge students' cultural ways of knowing. This conceptual paper suggests that aligning reform efforts in science education to the field of multicultural education would buttress efforts to reach underrepresented student groups in science. This includes providing culturally relevant instruction and instruction toward making the assumptions of science explicit, in particular. To this end, this paper draws from literature in multicultural education to propose that deconstructing science through instruction in NOS may support Latino, African American and English language learning students in science learning. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10