Engaging Culturally and Linguistically Diverse Students in Learning Science

Autor/inn/en	Lee, Ohkee; Buxton, Cory
Titel	Engaging Culturally and Linguistically Diverse Students in Learning Science
Quelle	In: Theory Into Practice, 50 (2011) 4, S.277-284 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2011.607379
Schlagwörter	Learner Engagement; Educational Strategies; Cross Cultural Studies; Academic Achievement; Classrooms; Science Instruction; Science Education; Student Diversity; Cultural Pluralism; Research; Science Curriculum; Achievement Gap; Science Teachers + Suchen Sie Ihr Suchwort? Lehrstrategie; Cultural comparison; Kulturvergleich; Schulleistung; Classroom; Klassenraum; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Kulturpluralismus; Forschung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	How to engage culturally and linguistically diverse students in learning science is a relatively new field of study. Researchers have begun to address this question using a range of theoretical perspectives, including: (a) a cognitively based perspective, (b) a cross-cultural perspective, and (c) a sociopolitical perspective. Although proponents of these perspectives share the belief that connecting students' cultural and linguistic experiences to the practices of science is central to student engagement, the specific approaches proposed to best achieve this goal differ. The authors explain each perspective using examples from representative research programs and discuss the unique ways that each perspective addresses the challenge of providing engaging and equitable learning opportunities for culturally and linguistically diverse students in science classrooms. They offer implications for instructional strategies that teachers can use to make their classrooms more engaging and equitable science learning environments for diverse student groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10