How Instructors Can View Knowledge to Implement Culturally Relevant Pedagogy

Autor/inn/en	Mathis, Clausell; Daane, Abigail R.; Rodriguez, Brandon; Hernandez, Jessica; Huynh, Tra
Titel	How Instructors Can View Knowledge to Implement Culturally Relevant Pedagogy
Quelle	In: Physical Review Physics Education Research, 19 (2023) 1, Artikel 010105 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daane, Abigail R.) ORCID (Huynh, Tra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Culturally Relevant Education; Self Concept; Knowledge Level; Interpersonal Relationship; Science Teachers; Physics; Teacher Attitudes; Beliefs; Scientific Principles; Cultural Capital; STEM Education; Minority Group Students; High School Teachers; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Selbstkonzept; Wissensbasis; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Physik; Lehrerverhalten; Belief; Glaube; STEM; High school; High schools; Oberschule
Abstract	Culturally relevant pedagogy (CRP) described in Ladson-Billings' framework has three conceptions: "conceptions of self and others," "conceptions of knowledge," and "conceptions of social relations." Instructors can support students with positive learning experiences when they are cognizant of all three conceptions. In 13 interviews of physics instructors about CRP, we found many instructors shared only two productive conceptions: conceptions of self and others and conceptions of social relations. However, we found two instructors who effectively described all three conceptions. Their conceptions of knowledge focused on physics knowledge as constructed, reconstructed, and in some aspects containing subjectivity. They both articulated a critical approach to examining the historical and contextual factors that influence physics learning today. Our findings indicate that instructors' beliefs about the nature of science can be entangled with their own enactment of CRP and we show how a sophisticated epistemology can be one route to more culturally relevant instruction. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01