Flow in My DNA: Culturally Affirming Assessments of an Inheritance and Traits Unit through Genetic Raps

Autor/inn/en	Fowler, Kelsie; Noel, Saraswati
Titel	Flow in My DNA: Culturally Affirming Assessments of an Inheritance and Traits Unit through Genetic Raps
Quelle	In: Science Teacher, 89 (2022) 5, S.22-28 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Instruction; Teaching Methods; Genetics; Physical Characteristics; Ethnic Groups; Biology; Units of Study; Story Telling; African American Students; Whites; Self Concept; Lesson Plans; Racism; Music; Grade 9; High School Students; Writing (Composition); Popular Culture; Assignments; Computer Software + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Humangenetik; Körperliche Erscheinung; Ethnie; Biologie; Lerneinheit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; White; Weißer; Selbstkonzept; Lesson planning; Unterrichtsplanung; Rassismus; Musik; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Oberschule; Schreibübung; Popkultur; Assignment; Auftrag; Zuweisung
Abstract	Instead of having their students' first experience with biology that did not address issues of racism in science, Kelsie Fowler and Saraswati Noel created a unit drew on storytelling and artistic expression which is rare in science education, where these modes helped them center what really mattered to them--their Black students' personal experiences and authentic connections to genetics and inheritance. By forgoing traditional assessments that reinforce white standards of knowing and being (tests, formulaic lab write-ups, etc.) (Syverson 2009; Bang et al. 2017; Trumbull and Nelson-Barber 2019) and aim for quantity over depth of understanding (Cintron, Wadlington, and ChenFeng 2021), they refuted cultivating uncritical lab geneticists. They challenged students to investigate dimensions of their identity through studying genes, meiosis, skin tone, mutations, phenotypes, the human genome, differences between ethnic populations, etc. Lessons were designed to teach canonical ideas about genetics but also to better prepare students to question and dismantle racism. (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