Teaching science as a cultural way of knowing: merging authentic inquiry, nature of science, and multicultural strategies |
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| Authors: | Xenia Meyer Barbara A Crawford |
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| Institution: | (1) Department of Education, Cornell University, 400 Kennedy Hall, Ithaca, NY 14850, USA;(2) Present address: Graduate School of Education, University of California, Berkeley, 4646 Tolman Hall, Berkeley, CA 94720, USA |
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| Abstract: | Due to the growing number of students from populations underrepresented in the sciences, there is an intensified need to consider
alternatives to traditional science instruction. Inquiry-based instructional approaches provide promise and possibility for
engaging underrepresented students in the activities of science. However, inquiry-based instruction without culturally relevant
pedagogy and instructional congruency, may not be sufficient to support non-mainstream students in science learning, and may
even serve to challenge students’ cultural ways of knowing. This conceptual paper suggests that aligning reform efforts in
science education to the field of multicultural education would buttress efforts to reach underrepresented student groups
in science. This includes providing culturally relevant instruction and instruction toward making the assumptions of science
explicit, in particular. To this end, this paper draws from literature in multicultural education to propose that deconstructing
science through instruction in NOS may support Latino, African American and English language learning students in science
learning. |
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