Teaching Science from Cultural Points of Intersection

Autor/inn/en	Grimberg, Bruna Irene; Gummer, Edith
Titel	Teaching Science from Cultural Points of Intersection
Quelle	In: Journal of Research in Science Teaching, 50 (2013) 1, S.12-32 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21066
Schlagwörter	American Indian Reservations; Science Instruction; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Science Teachers; Faculty Development; American Indian Students; Student Diversity; Culturally Relevant Education; Equal Education; Geographic Isolation; Educational Change; Beliefs; Teacher Attitudes; Teaching Methods; Achievement Gains; Scores; Science Tests; Multiple Regression Analysis; Educational Strategies; Montana + Suchen Sie Ihr Suchwort? Indianerreservat; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Bildungsreform; Belief; Glaube; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Lehrstrategie
Abstract	This study focuses on a professional development program for science teachers near or on American Indian reservations in Montana. This program was framed by culturally relevant pedagogy premises and was characterized by instructional strategies and content foci resulting from the intersection between three cultures: tribal, science teaching, and science. The study employs a quasi-experimental design and quantitative methods to examine the impact of the program on teachers' practice and beliefs, and to determine the relationship between student-centered equity-focused instruction and students' science test score gains. Results of the analyses indicate that after 2 years in the program teachers changed their teaching practices and beliefs about their ability to teach science and to implement equitable instruction in a way that positively impacted students' performance. Using a multiple regression analysis it was found that gains in teacher beliefs about their ability to implement equitable strategies and the increase of teaching strategies that prompt students to make connections between science and their real-life issues significantly explained the 36.7% of the variance of student science test scores gains in treatment classrooms. No significant changes in beliefs or teaching strategies were found for comparison teachers. The results obtained from this study contribute to the identification of characteristics of a professional development program that positively impacted the science teaching of American Indian students. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10