A Case for Culturally Relevant Teaching in Science Education and Lessons Learned for Teacher Education

Autor/in	Mensah, Felicia Moore
Titel	A Case for Culturally Relevant Teaching in Science Education and Lessons Learned for Teacher Education
Quelle	In: Journal of Negro Education, 80 (2011) 3, S.296-309 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Preservice Teacher Education; Science Teachers; Grade 5; Microteaching; Science Instruction; Culturally Relevant Education; Teaching Experience; Team Teaching; Preservice Teachers; Elementary School Curriculum; Cooperative Planning; Lesson Plans; Classroom Observation Techniques; Interviews; Grade 4; Pollution; Units of Study; New York + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teamteaching; Lesson planning; Unterrichtsplanung; Interviewing; Interviewtechnik; School year 04; 4. Schuljahr; Schuljahr 04; Schadstoffbelastung; Lerneinheit
Abstract	In this article, the researcher discusses three elementary pre-service teachers' experiences in co-planning and co-teaching a Pollution Unit in a 4th-5th grade science classroom in New York City. The study makes use of microteaching papers, lesson plans, researcher classroom observations, interviews, and informal conversations to elicit lessons learned from implementing culturally relevant teaching in science education Examples of pre-service teachers' planning process culturally relevant teaching examples, assessment of student learning, and reflections on microteaching are also presented as exemplars and interpretations of culturally relevant science teaching. Implications from the study are discussed in terms of support to enact culturally relevant teaching in urban elementary classrooms and in pre-service science teacher education. (Contains 2 tables.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10