Culturally Inclusive Science Teaching (CIST) Model for Teachers of Culturally and Linguistically Diverse Students

Autor/inn/en	Yoon, Jiyoon; Kim, Kyoung Jin; Martin, Leisa A.
Titel	Culturally Inclusive Science Teaching (CIST) Model for Teachers of Culturally and Linguistically Diverse Students
Quelle	In: Journal for Multicultural Education, 10 (2016) 3, S.322-338 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-01-2016-0012
Schlagwörter	Culturally Relevant Education; Science Education; Preservice Teachers; Student Diversity; Teaching Methods; Inquiry; Questioning Techniques; Interaction; Foreign Students; Self Efficacy; Pretests Posttests; Language Proficiency; English (Second Language); Foreign Countries; Experiential Learning; Lesson Plans; Essays; Texas; South Korea + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Interaktion; Self-efficacy; Selbstwirksamkeit; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Lesson planning; Unterrichtsplanung; Essay; Aufsatzunterricht; Korea; Republik
Abstract	Purpose: This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students. Design/methodology/approach: The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with international students on campus who were at the advanced level of English proficiency) and developing lessons. Findings: The pre- and post-self-efficacy tests, the culturally inclusive lessons and the final essay reflection resulted in an increase in teacher candidates' confidence in teaching science to culturally diverse students and improvement in their skills to create culturally inclusive lessons. Originality/value: Through the model, the teacher candidates interracted with international students with various levels of English proficiency and developed lessons for culturally diverse students. The CIST model is a prospective teaching strategy for teachers to support CLD students' achievement in science by providing meaningful science in the context of their personal lived experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01