Engaging Karen Refugee Students in Science Learning through a Cross-Cultural Learning Community

Autor/in	Harper, Susan G.
Titel	Engaging Karen Refugee Students in Science Learning through a Cross-Cultural Learning Community
Quelle	In: International Journal of Science Education, 39 (2017) 3, S.358-376 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1283547
Schlagwörter	Refugees; Elementary School Students; Science Instruction; Cultural Awareness; Grade 4; Grade 5; Evidence; Teaching Methods; Action Research; Foreign Countries; Culturally Relevant Education; Indigenous Knowledge; Photography; Interviews; Participant Observation; Video Technology; Journal Writing; Focus Groups; Burma + Suchen Sie Ihr Suchwort? Flüchtling; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cultural identity; Kulturelle Identität; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Evidenz; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Ausland; Fotografie; Interviewing; Interviewtechnik; Teilnehmende Beobachtung; Zeitschriftenaufsatz
Abstract	This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as co-teachers for fourth- and fifth-grade Karen and non-Karen students in a science and culture after-school programme in a public elementary school in the rural southeastern United States. Photovoice provided a critical platform for students to create their own cultural discourses for the learning community. The theoretical framework of critical pedagogy of place provided a way for the learning community to decolonise and re-inhabit the learning spaces with knowledge they co-constructed. Narrative analysis of video transcripts of the after-school programme, ethnographic interviews, and focus group discussions from Photovoice revealed a pattern of emerging agency by Karen students in the scientific practice of constructing scientific explanations based on evidence and in Karen language lessons. This evidence suggests that science learning embedded within a cross-cultural learning community can empower refugee students to construct their own hybrid cultural knowledge and leverage that knowledge to engage in a meaningful way with the epistemology of science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01