Literaturnachweis - Detailanzeige
| Autor/in | Ashbrook, Peggy |
|---|---|
| Titel | Culturally Responsive Teaching |
| Quelle | In: Science and Children, 58 (2021) 4, S.14-15 (2 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8148 |
| Schlagwörter | Science Instruction; Culturally Relevant Education; Relevance (Education); Teaching Methods; Science Activities; Early Childhood Education |
| Abstract | We all "do"--that is, participate in--science in some way. Everyone participates in science as part of their activities of daily living, such as using soap to make hand-washing more effective, using heat to cook food, and closing windows and doors to slow the movement of heat. We may not always identify our actions as a part of scientific inquiry, but they involve making choices in our interaction with nature and natural phenomena, choices that are likely influenced by our culture (NRC 2012, p. 284). For children to grow as science learners and doers and develop their science identity, teachers must understand "the cultural dimensions of science learning--how people make sense of the natural world in relation to the communities of which they are members" (Bell et al. 2017, slide 6). This article includes a tool to help educators and students reflect on how they participate in the cultural endeavor of science using a "self-documentation" formative assessment. (ERIC). |
| Anmerkungen | National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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