Let's Clear the Air: Promoting Cultural Responsiveness in the Science Classroom with a 5E Lesson on Air Quality

Autor/in	Nasr, Nancy
Titel	Let's Clear the Air: Promoting Cultural Responsiveness in the Science Classroom with a 5E Lesson on Air Quality
Quelle	In: Science Teacher, 88 (2021) 3, S.52-58 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Pollution; Science Instruction; Teaching Methods; Culturally Relevant Education; Student Diversity; STEM Education; Lesson Plans; Career Choice; Curriculum Development; Grade 10; High School Students; Chemistry; College Preparation; Cultural Background; Motor Vehicles; Feedback (Response); Student Attitudes + Suchen Sie Ihr Suchwort? Schadstoffbelastung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Lesson planning; Unterrichtsplanung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Motor vehicle; Kraftwagen; Schülerverhalten
Abstract	America's current student demographics reflect greater diversity than ever before. With the increased enrollment of Black and Latinx students in American schools (NCES 2019), the importance of providing science students with classroom experiences embracing diversity is greater than ever. Experiences that spark an interest in Science, technology, engineering, and mathematics (STEM) careers are imperative and careful lesson planning in the context of the "Next Generation Science Standards" ("NGSS") can help promote greater cultural responsiveness and improved STEM career expectations (Wild 2015). With this in mind, developing classroom-level curricula reflecting cultural responsiveness is necessary for science teachers to embrace. The lesson sequence presented in this article, designed for a 10th grade college preparatory Chemistry course, provides culturally responsive classroom experiences and learning opportunities that allow students to draw social meaning in a variety of diverse community contexts. Conducted over five class periods, the lesson uses a 5E approach to allow students to explore air pollution in the context of vehicle emissions, and to study the impact of this phenomenon on diverse communities. Bybee's (2013) 5E lesson model provides a constructivist approach to science instruction by incorporating five phases (Engage, Explore, Explain, Elaborate, and Evaluate) into phenomena-based lesson sequences as a means to support the development of students' critical thinking, creativity, communication, and collaboration skills in diverse classrooms. Each phase provides diverse students with opportunities to draw from their own experiences and knowledge to access the disciplinary objectives of science curricula. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01