A Rationale for Cultural Awareness in the Science Classroom

Autor/inn/en	Bardwell, Genevieve; Kincaid, Eric
Titel	A Rationale for Cultural Awareness in the Science Classroom
Quelle	In: Science Teacher, 72 (2005) 3, S.32-35 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Cultural Awareness; Faculty Development; Science Activities; Science Education; Diversity (Faculty); After School Programs; Summer Programs; Disproportionate Representation; Educational Opportunities; Allied Health Personnel; Multicultural Education; Culturally Relevant Education; Pedagogical Content Knowledge; Student Interests; Student Motivation; Cognitive Style; African Americans; Scientific Concepts; Student Diversity; West Virginia + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Naturwissenschaftliche Bildung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sommerkurs; Bildungsangebot; Bildungschance; Multikulturelle Erziehung; Pädagogische Kompetenz; Studieninteresse; Schulische Motivation; Cognitive styles; Kognitiver Stil; Afroamerikaner
Abstract	Across the United States, only 10% of all teachers are members of minority groups, indicating that teachers are far less diverse than the current population of students they teach. The West Virginia Health Sciences and Technology Academy, a math and science afterschool program and summer institute, was created specifically to reach out to underrepresented students in order to improve student opportunities for completing college and becoming healthcare professionals. To teach science with a multicultural focus, it is imperative for teachers to identify culturally relevant pedagogical content knowledge to pique student interest. Through the infusion of culturally relevant content in the summer institute, teachers gain an inside view of their students' culture and identifiable learning styles of cultural groups, which helps to expand teachers' comfort zone so they are then able to transfer this awareness of different cultural perspectives into their regular school classes. The infusion of culturally relevant content can take place on two levels. First, a teacher can target specific science content. For example, teachers should discuss African-American scientists throughout the course, not just during Black History Month. Secondly, emphasis can be placed on the application of specific concepts in routine aspects of students' lives. After the summer institute is completed, teachers take the tools gained back to their local high schools and conduct after-school Health Sciences and Technology Academy science clubs. (Contains 1 online resource.) (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10