Can We Teach Science in a More Culturally Responsive Way without Sacrificing Time or Content?

Autor/inn/en	Horowitz, Gail; Domzalski, Alison C.; Elizalde-Utnick, Graciela
Titel	Can We Teach Science in a More Culturally Responsive Way without Sacrificing Time or Content?
Quelle	In: Journal of College Science Teaching, 47 (2018) 6, S.8-10 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Science Instruction; Culturally Relevant Education; Disproportionate Representation; Teaching Methods; Organic Chemistry; Cultural Background; Pedagogical Content Knowledge; Logical Thinking; Student Centered Learning; Science Teachers; College Students; College Science; Minority Group Students; New York (New York) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Organische Chemie; Pädagogische Kompetenz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Collegestudent
Abstract	This column shares reflections or thoughtful opinions on issues of broad interest to the community. In this issue the authors describe how they discovered that by incorporating culturally relevant analogies and examples into our classrooms, it was possible to help students visualize the course material more effectively, while at the same time bridging the gap between Organic Chemistry and students' cultural backgrounds and real-life experiences. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01