International Handbook of Research on Multicultural Science Education

Preface
Acknowledgments
Contents
About the Editor
About the Section Editors
Assistant to the Editor
Contributors
Part I: History, Theory, and Methods of Research of Multicultural Science Education
1 Introduction
History
Theory and Methods
References
2 Her Story and Their Stories: A Historical Account of Multicultural Science Education
Introduction
What Is Culture?
Brief History of Multicultural Education: Precursor to Multicultural Science Education
The Beginning of Multicultural Science Education
Handbooks, Journal Publications, and Standard: Multicultural Science Education
Their Stories into Multicultural Science Education
Funding Agencies: Their Contributions to Multicultural Science Education
Federal Agencies
US Department of Education
National Institute of Health
Private Funding Agencies
The Amgen Foundation
Toyota Foundation Science and Education Grants
Funding Agencies Outside of United States
Canada
Great Britain
South Africa
Taiwan
Her Story and Their Story: Ending and Beginning
References
3 Fostering Science Teaching and Learning in a Multicultural Environment Through the Culturo-Techno-Contextual Approach
Introduction
What Is the Culturo-Techno-Contextual Approach?
Ethnoscience Versus Indigenous Knowledge
Emergence of Eco-Techno Cultural Theory of CTCA
Learning Facilitation Perception Index of CTCA
Mechanism of Action of CTCA
Steps in the Implementation of CTCA and Sample Lesson Notes
Sample Lesson Notes on Using CTCA in a Classroom
Lesson Note 1
What Is Networking?
Computer Networking
Types of Networks
Summary
Lesson Note 2
Algorithm and Flowcharts
Functions of an Algorithm
Characteristics of Algorithm
Writing Simple Algorithms
Flowchart Symbols
Using Flowchart to Solve Problems
Field Trials of CTCA in Selected Science Subjects: Biology and Computer Studies
Snapshots of Indigenous Knowledge and Cultural Practices Relating to Perceived Difficult Topics in STEM
Nuclear Chemistry: Radioactive Decay
Biology: Energy Flow in the Ecosystem
Biology: Producers and Consumers
Biology: Mitosis and Meiosis
Computer Studies: Concept of Networking
Computer Studies: Process of Networking
Physics: Radiation
Chemistry: Electroplating
Chemistry: Electrolysis
The CTCA Mobile App
Basic Features
Technology
Using the CTCA App
To Install the App on a Mobile Device (Android)
Concluding Remarks
References
4 A Look at Longitudinal Research in Science Education Through a Multicultural Lens
Introduction
Various Approaches to Longitudinal Research
Qualitative Design
Experimental/Quasi-Experimental Design
Small-Scale Quantitative Design with Inferential Analyses
Large-Scale Quantitative Design
Summary: Common Challenges Across Designs
References
Resources
5 The Cultural Formation of Science Knowledge
Introduction
A Cultural-Historical Methodology for Studying Children in Science Education
Cultural and Biological Development as a Dialectic
Coexistence of Contemporary and Historical Nature of Human Development
Research as a Dynamic Whole
The Dynamics of the Ideal and Real Forms of Development
Cultural Age of the Child
Dialectical Relation Between Social Situation and Social Situation of Development
Principle 1: Creating in a Condensed Form Scientific Concept Formation as an Educational Experiment
Vignette 1: Science as a Cultural Form of Knowledge
Principle 2: Core Concepts for Showing the Process of Scientific Development
Principle 3: Understandings Formed in Social Relations in Cultural Communities Rather than in the Head of the Individual
Principle 4: The Researcher´s Role Should Be Included in the Data Collection Rather than Made Invisible
Example 1 Augmented Reality Tools to Amplify Children´s Experience
Example 2 Conceptual PlayWorld Starters and Virtual Reality Tools in Conceptual PlayWorld
Data Generation
Conclusion
References
Part II: Science Learning
6 Science Learning and Multicultural Science Education: Insights with Which to Move Forward
Introduction
The Presence of Multicultural Science Education
Identity, Learning and Sociocultural Constructions
Conclusion: Mapping the Search
References
7 Contemplative Pedagogy - Implications for Multicultural Science Education
Introduction
The Birth of a New Pedagogy
Contemplative Practice Versus Contemplative Pedagogy
Contemplative Pedagogy in Multicultural Education
Learning from the Inside Out: Contemplative Pedagogy in the Multicultural Science Classroom
Contemplative Pedagogies
Mindfulness
Contemplative Reading and Writing
Contemplative Transitional Pedagogies
Contemplative Beginnings
Contemplative Transitions in the Middle
Contemplative Transitions at the End of Class
Beholding
The 5E Instructional Model + Beholding (5E + B)
Deep Listening
Contemplative Pedagogy and Sociocultural Learning
Teacher Education, Contemplative Pedagogy, and Multicultural Competency
Conclusion
References
8 Creating a Multicultural Science Classroom Through Representation, Engagement, and Belonging
Introduction
Deeper Levels of Understanding the Student
Letting Our Keen Eyes and Ears See and Hear
Diversity
Perceptions of ``Right´´
Designations of Other
Country of Origin
Intersections of Life Aspects
Self-Understanding Leads to Student Understanding
Communication Styles in the Classroom
Patterns of Communication
Communication Styles
Attitudes Toward Conflict
Decision-Making Styles
Perceptions of Self and Others
Personal Stories
In the Early Childhood Classroom
Now What?
Style
Attitudes Toward Conflict
Decision-Making
Perceptions of Self and Others
Questioning
Personal Stories
Conclusion
References
9 Improving Black Student Science Learning Experiences Through Multicultural Science Education
Introduction
Black Students, Culture, and Science Learning
Measuring Black Students´ Learning and Achievement
Underrepresentation of Black Students in Science
Cultural Disconnect in the Science Classroom
Culture-Based Strategies and Black Students
Multicultural Science Education
Science Identity and Viewing Themselves as People Who Do Science
Culturally Relevant Education
Conclusion
Cross-References
References
10 Supporting Teachers of Emergent Bilingual Science Students in Multicultural Contexts
Teaching and Learning Science in Urban Multilingual Contexts
What Are the Gaps for EB Science Learners and Their Teachers?
Approaches That Support Science Learning for EBs
Two Vignettes Reflecting Efforts at Professional Development to Support Science Educators in Teaching EBs
Vignette #1: Inquiry-Based Science Teaching
Vignette #2: A Translanguaging Strategy to Improve Science Learning for EBs
Conclusion
Implications
Cross-References
Examples of Translanguaging Strategies in Science Teaching and Learning (from Celic and Seltzer 2012)
Brown´s (2017) Seven Pillars of Instruction
Several Stepwise Curricular Examples of Constructing Dichotomous Keys
References
11 Multicultural Science Education and Science Identity Development of African American Girls
Introduction
Culture of Science
Science Identity as a Cultural Act
Scientific Identity
Identity and Culture
The Culture of Science and Women of Color
Gender, Race, and Science Identity in K-12 Education
Conflict Between Students´ Culture and Culture of Science and Impact on Identity
Using Funds of Knowledge to Resolve Conflicts Between Identities and Support Science Learning
Figured Worlds and Identity
Positioning/Recognition by Others
Science Identity Development in Out-of-School Time
Conclusion
Cross-References
References
12 Science Understandings and Discourses: Trajectories of Imaginaries in Multicultural US Classrooms and Beyond
Introduction
Studies of Discourse in US Learning Settings
Hybridity and Its Relation to Science Understandings and Discourses
Language, Learning, and Identity Construction: Social and Affective Dimensions of Knowing
Negotiations of Authority and Power and the Structure-Agency Dialectic
Epistemic Heterogeneity and Science Understandings and Discourses
Conclusion
References
13 Educational Technologies for Multicultural Science Learning
Introduction
The Importance of Multicultural and Critical Frameworks in Design
A Background Primer on Design Research: Premises and Purposes
What Has Driven Design Research in Science Education Leveraging Technology?
Research in Science Leveraging Technology for Majority Black and Brown Youth Contexts
The 2000s: Strengthening Alliances to the Sociopolitical, Albeit Without Technology
The Early 2010s: Constructivism Without Multicultural Commitments - All Bark; No Bite
The Late 2010s: Moving Forward Toward Critical, Multicultural Possibilities
Concluding Remarks
Synergies to Bridge the Apolitical Past Toward Critical, Multicultural Futures
Future Directions: The Big ``D´´ of Science Teaching and Learning Left Unexamined
References
14 E-Reading in Texts of Multicultural Popular Science
Introduction
Taiwan´s Indigenous Peoples
Importance of Reading Comprehension
Indigenous Students´ Access to Education
Indigenous Students´ Reading Comprehension
Culturally Responsive Teaching
Digital Reading
Picture Books and E-Books That Incorporate Indigenous Culture
Reading Popular Science Text
Case Analysis
Current Study
Conclusion
References
Part III: Science Teaching
15 Introduction to Science Teaching
Introduction
A Short Description of each Chapter
Final Remarks Before Entering the Section on Science Teaching
References
16 Quality Science Curricula: Teachers´ Understanding of Scientific Models and Missed Opportunities for Multicultural Science Education
Need for Multicultural Science Education
National Expectations for Teaching Scientific Modeling
Scientific Models
Expectations for Student Learning About Scientific Modeling
Teachers´ Challenges with Teaching Scientific Modeling
How I Collected My Data
Context and Participants
Summer Professional Development for Middle School Teachers
Data Collection
Making Sense of the Data
Study Findings
Middle-Grade Science Teachers Participating in SM-Focused PD: Emergent Themes
Secondary-Level Science Teacher Instructional Use and Understanding of Scientific Models: Findings from Interviews
Researcher´s Reflexivity
Further Thoughts
References
17 Lesson Study: A Multifaceted Approach to Improving Multicultural Science Teaching and Learning
Lesson Study
History of Lesson Study
Essential Elements of Lesson Study
Lesson Study and Teaching Mathematics Through Problem Solving
Lesson Study and Science Teaching
Lesson Study and Implications for Equitable Science Learning
Vignette: The Landforms Example
Summary
References
18 Teaching Multicultural Science Education to Underserved and Underrepresented Populations in Rural Areas
Introduction
Description of a Rural School Community in the United States
Science Technology Education Mathematics (STEM) Centers
Qualified Teachers in Rural Areas
Professional Development Through Rural Systemic Initiatives
Science Enrichment for Students in Rural Areas
Professional Development Using Technology and Internet in Rural Areas
Technology and Digital Platforms
Internet and Broadband Deserts in Rural Areas: Lack of Internet Service Provider Competition in Rural Areas
BYOD
Technology, Internet, and Distance Learning in Rural Schools During the COVID-19 Pandemic
Cognitive Processes
Student-Centered Instruction
Sociocultural Aspects in the Rural United States
Students of Immigrant Workers
Reinforcing Self-Efficacy in Rural Students to Motivate Them Toward Science
Thoughts for the Future
References
19 On Hip-Hop and Multicultural Urban Science Education: Uncovering Science Genius
Theoretical Framework
Sciencemindedness
On Hip-Hop
On Rap and Science Education
Science and Hip-Hop as Culture
What´s So Great about Hip-Hop?
Understanding the Exclusion of Hip-Hop from Science
Science Genius
References
20 Multicultural Science Education in High Poverty Urban High School Contexts
Introduction
What Is a Dominant Group?
What Is Culture?
High Poverty and Concentrated Poverty
What Is High Poverty or Concentrated Poverty Community?
High Poverty in School-Based Research
Demographic Imperatives of High Poverty Urban Communities
Teaching Science in High Poverty Urban High School
Challenges for High Poverty Urban Schools in Science Teaching
State of Science Teaching in High Poverty Urban High Schools
High Academic Expectations in Science
Social, Cultural, and Historical Connections in Science Teaching
Race/Racism and Structural Recognition in Science Teaching
Danger of Deficit Thinking in Science Teaching
Cultural Relevancy in Science Pedagogy
Culturally Relevant/Responsive Pedagogy in Science
Sociocultural and Situated Nature of Science Teaching
Multicultural Education in Science Teaching
Funds of Knowledge in Science Teaching
Identity and Science Teaching
Morally Healing Science Teaching
Economics of Science Learning
Conclusion: Implications for Science Education in High Poverty Urban Schools
References
21 Teaching Nature of Science with Multicultural Issues in Mind: The Case of Arab Countries
Introduction
Research on NOS in Arab Countries
Frameworks of NOS Adopted in the Reviewed Studies
Views of the Nature of Science
NOS in Science Curricula and Textbooks
Teaching and Learning NOS
Culturally Sensitive Approaches to Teach NOS
Problem-Solving Using Cultural Issues
Nature of Science in International Handbooks on Science Education
What We Wish to Discuss and Conclude
Conclusions
References
22 Science Teaching and Learning in Linguistically Super-Diverse Multicultural Classrooms
Introduction
What the Literature Says
Teacher Dispositions Toward Emergent Multilingual Students
Engaging in Scientific Sense-Making Practices
Classroom Assessment
Utilizing Human Resources
Gaps in the Literature
Our Study
Our Learning
Research Question (RQ) 1: What Instructional Practices do RHS Teachers Use to Facilitate EL Students´ Science Learning?
RQ2: How do EL Students Experience Teachers´ Implemented Instructional Practices?
RQ3: What Are the Challenges of Linguistic Super-Diversity that Existing Literature does not Sufficiently Address?
Points of Interest to Consider
Challenges of Implementing Instruction in Multilingual and Multicultural Settings
Opportunities for Encouraging Multiculturalism
Conclusion
References
23 A Sociocultural View of Multiculturalism in Plurilingual Science Classrooms
Background for Our Contribution: Contextualizing the Unseen
The Status of Foreign Language
New Directions for Bilingualism, Multilingualism, and Plurilingualism in Science Teaching and Learning
Where Does Multicultural Science Education Go from Here?
References
24 Proposing a Framework for Science Teachers´ Competencies Regarding Translanguaging in Multicultural Settings
Introduction
Importance of Language in Science Classes
Content and Language Integrated Learning
Theoretical Perspectives
Translanguaging Pedagogy
Translanguaging and Social Justice
Teacher Competencies
How We Collected and Analyzed Our Data
What We Learned
Knowledge About Pedagogical Methods on How to Teach Linguistically Diverse Students
Teacher Dispositions
Rationale for Incorporating Translanguaging
Teacher Skills
Instructional Strategies
Challenges Incorporating Translanguaging
Our Thoughts
Implications for Science Teaching and Learning
Implications for Teachers
Implications for Science Teacher Preparation Programs
Recommendations for Further Research
Conclusion
References
List of Articles in Meta-Synthesis
25 It Helps to Know Spanish: A Multicultural Approach by Tapping into Latinx Learners´ Native Language to Learn Science
Context of the Study
Theoretical Framework
Learning Science and Vocabulary Acquisition
First Language and Non-L1 Vocabulary Strategies
The Study
Participants
Measures
Data Analysis
Language
Science Learning
Science Learning and Language
Group One: English Monolingual Students
Group Two: Low to Moderate Spanish Proficiency
Group Three: Highest Spanish Proficiency
Language at School and Home
What Can We Conclude?
Spanish Supports Learning in Science
Use of L1 and Non-L1 Strategies
Learning Science and Spanish Proficiency
Implications for Teacher Preparation and Professional Development
Future Directions
Our Closing Thoughts
References
26 Multicultural and Dialogic Science Education in Indigenous Schools in the Mayan Highlands, México
Introduction
Intercultural Dialogue in the Science Classroom
The Multicultural and Multilingual Context in México
Intercultural Education
Traditional Knowledge in the Science Classroom
Science Literacy in Diverse Linguistic Contexts
Critical Intercultural Science Education
Approaching Intercultural Science Education and Decoloniality in the Mayan Highlands in Chiapas
Using the Book Aprendiendo en la milpa as an Axis to Discuss and Recover Teachers´ Ideas
Approaching Teachers´ Experiences Through an Ecology of Data
Science Teachers´ Experiences and the Incorporation of TK in the Classroom
Key Idea: Complexity and Potentiality of Incorporating TK in the Classroom
Key Idea: Mobilize Power Relations Installed in the Classroom
Key Idea: Recognize that Traditional Knowledge ``Comes in a Different Language´´
Conclusion: Teacher Preparation from Their Own Perspective in the Chiapas Highlands
References
27 Using Context-Adaptive Indigenous Methodologies to Address Pedagogical Challenges in Multicultural Science Education
Introduction
Indigenous Context for Research
Learning Outside the Classroom
Education Technology for Sociocultural STEM Learning
Development Process
An Evolving Research Design
Redesigning an Educational Technology for Cultural Relevance
FieldScope Modifications
Piloting Indigenous Mapping on FieldScope with Teachers
Summary
Process and Recommendations to Researchers
A Peek into Future Applications
Conclusion
End Note
References
Part IV: Science Curricula
28 Multicultural Science Curriculum Introduction
References
29 Multicultural Science Content and Contexts in Zambian Science Curriculum Materials
Introduction
Multicultural Education: Theoretical Perspectives
Situating Multiculturalism in Zambian Context
Multicultural Science Education and Curriculum: Theory and Research Perspectives
Purposes of the Chapter
Science Education Curriculum in Zambia
Methodology
Data Sources and Units of Analyses
Content Analysis Framework
Data Analysis
Results
Integration of Multicultural Science Content and Contexts in Teacher´s Guidebooks
Integration of Multicultural Science Content and Contexts in Learner´s Books
Discussion
Implications for the Design of Biology Activities
The Structure of the iMSEPM
Science and Engineering Practices and Their Role in Multicultural Science Education
Asking Questions (for Science) and Defining Problems (for Engineering)
Planning and Carrying Out Investigations
Constructing Explanations (for Science) and Designing Solutions (for Engineering)
Engaging in Argument from Evidence
Conclusions
References
30 Reconstructing the Impact of Colonialism on Science Curricula in Sub-Saharan Africa: Toward Place-Based STEM Curricula for Workforce Development
Introduction
Indigenous Knowledge Systems
Colonialism and Science Curriculum
Deconstructing the Colonial Legacy in Africa´s Science Curricula
Reconstruction of African Worldviews in Education
Towards Place-Based STEM Curriculum
Global Trends in Workforce Development
Curriculum for Place-Based STEM Education in Response to the Development of the Informal Sector
Ubuntu Philosophy and Curricula Promoting Place-Based STEM Education
Proposals for Future Research
Conclusions
References
31 Globalized Science Education Through Technology in a Multicultural Education Context
Introduction: The Globalization of Scientific Knowledge: A Speedy Preface
Globalized Science Education, Technology Access, and Learning Outcomes
Scientific Knowledge Culture and Cultural Globalization
Foundations of Globalization and Its Relationship to Science Education
Globalized Science Education and Its Relationship to Globalized Multiculturalism
Globalization, the United Nations, and the Emergence of Global Competency
Globalization, Twenty-First-Century Skills, and Science Education
Virtues and Dangers of Globalized Science Education
Dangers of Globalized Science Education
Virtues of Globalized Education
Colonization, Post-Colonization, and Globalized Education
Globalized Education in Practice
Conclusion
References
32 Implementing a Socioculturally Relevant Science Curriculum: The South African Experience
Introduction
Colonial and Apartheid Education Policies
History of STEM Education in South Africa
Emergence of Multicultural Classrooms and Associated Challenges
Goals of Indigenous Education
The Science and Indigenous Knowledge Systems Project (SIKSP)
Dialogical Argumentation Instructional Model (DAIM)
Indigenous and Modern Methods of Gari Processing
Experiences of the Participants
Language of Instruction
Conclusion
References
33 Fostering a Multicultural Science Curriculum in South Africa
Introduction
Recognizing Indigenous Knowledge in a Multicultural Science Curriculum
Integrating Indigenous and Western Worldviews in a Multicultural Science Curriculum
South African Research on Integration of Indigenous Knowledge and Western School Science
The Implementation of a Multicultural Science Curriculum
Analyzing the South African Science Curriculum for Multiculturalism
Integration of Multicultural Content in Science Textbooks
Teacher Education for Multicultural Science Curriculum
Conclusion
References
34 Māori Science Curriculum
Introduction
Classroom Pedagogy and the Māori Science Curriculum
Science and Māori Knowledge in the Curriculum
Arguments in Favor of ``Māori Science´´
Arguments Against ``Māori Science´´
Identity Matters: Learning Science, Being Māori
Māori Names for the Elements of the Periodic Table
Implementing the Māori Science Curriculum
What Teachers Can Do About Māori Science Achievement
Conclusion: Theorizing Māori and Multicultural Science Curriculum
Cross-References
References
35 Relations Between Disputing Cultures in Brazilian Science Curriculum
Introduction
Critical Multiculturalism Tensioned by Post-Colonial Identities
Disputes Between the Dominant Culture and the Marginalized Culture
Students´ Culture Is Silenced or Reduced to Previous Knowledge
Students´ Culture Is Recognized
Discussion and Final Comments
References
36 Using Project-Based Learning to Leverage Culturally Relevant Pedagogy for Science Sensemaking in Urban Elementary Classrooms
Introduction
Theoretical Underpinnings
Project-Based Learning
Three-Dimensional Learning
Culturally Relevant Pedagogy
Social and Emotional Learning
Multiple Literacies in Project-Based Learning
ML-PBL Design for Culturally Relevant Pedagogy and Social and Emotional Learning
Methods
Context
Data, Analysis, and Measures
Findings
Discussion
Funds of Knowledge
Place-Based Knowledge
Critical Knowledge
Sustaining Culture
Social Justice
Conclusion
References
37 ``Doing Native Science´´: Challenging Settler Colonialism, Reaffirming Native Identity, and Confirming Sovereignty Through Multicultural Science Curriculum
Introduction
Authors´ Positioning and Terminology
``Seeking Life´´ and Living Native Science
Native Science: Terminology, Tenets, and Relationship with Land
Knowledge, Science, and Curriculum Issues Within Settler Colonial Education
Culturally Responsive Education and Developing Native Science Curriculum
Using the Three Sisters as an Curricular Integration Example
Conclusion
References
38 Research on Modeling Competence in Science Education from 1991 to 2020 with Cultural and Global Implications
Introduction
The Evolutionary Path of Models and Modeling Research
Period I: Enlightenment Period (1991-2000) - Models As Scientific Products
Period 1-1: Epistemological Perspective of Students´ Conceptions of Models
Period 1-2: Model or Modeling-Based Instructional Approach for Promoting Practice
Period 1-3: Scope and Evaluation of Modeling Processes and Competence
Period 2: 2001-2010 Blooming Period - Modeling As a Scientific Practice
Period 2-1 Epistemological Approach of Understanding Students´ Perception of Models
Period 2-2 Model-Based and Modeling-Based Instruction
Period 2-3: Scope and Assessment of Modeling Competence
Epistemic Understanding, Product, and Processes
Model Product in Process Framework
Epistemologies-in-Process Framework
Period 3: 2011-2020 Reflection Period - Modeling Competence As Scientific Literacy
Period 3-1: Epistemological Approach of Understanding Students´ Perception of Models
Period 3-2: Model-or Modeling-Based Instructional Approach for Promoting Scientific Literacy
Period 3-3: Scopes and Assessment of Modeling Competence
Reflections
Constructing a Holistic Theory for Understanding Students´ MMingK
Cultivating Modeling Competence As Scientific Literacy
Reflections of the Evolutionary Path of Studies on Models and Modeling - from a Global Perspective
Developing Assessment for Evaluating Modeling Process and Products During Modeling Practice
Conclusion
References
39 Funds of Knowledge and Relations as a Curriculum and Assessment Resource in Multicultural Primary Science Classrooms: A Case Study from Aotearoa New Zealand
Introduction
Aotearoa New Zealand as a Context for Learning and Assessment in Primary Science
A Bicultural Foundation for a Multicultural Country
Introducing Funds of Knowledge and Relationships
The Current English Medium Curriculum: New Zealand Curriculum
The Science Curriculum and Education
The New Zealand Assessment Policy Landscape
Entering the Classroom
Establishing a Local Framing for the Classroom Curriculum, Learning, and Assessment
Illustrative Vignette 1: Including Teacher and Student Funds of Knowledge and Nature of Science
Multiple and Multimodal Opportunities to Develop, Demonstrate/Express and Access Feedback on Ideas
The Value and Importance of Relationships with People and Place
Classroom Routines and Practices as a Source of Agency and Safety in Learning and Assessment
The Influence of the Teacher Funds of Knowledge and Relationships
The Mesolevel: Bridging the Classroom/School-Home/Community Boundary
Illustrative Vignette 2: Assessment as a Boundary Spanning Object and Practice
Inviting in, Sharing, and Valuing Funds of Knowledge Through the Use of ``Home Learning Books´´
Managing Funds of Knowledge in a Science Context
Illustrative Vignette 3: Widening the Connections
Science Learning Can Contribute to School-Wide Student Experience of Important Cultural Practices
Science Activities Can Position Parents as Informed Partners in Children´s Learning
Assessment as a Process that Includes Making Student Learning Visible Beyond the Classroom
Concluding Comments
Directions for Further Work
References
Part V: Science Teacher Education
40 Multicultural Science Teacher Education: Advances and Challenges at the Elementary, Middle and Secondary Levels
References
41 Professional Development to Prepare Teacher-Coaches for Students from Culturally Diverse Groups in After-School STEM Clubs
Introduction
The Benefits of Out-of-School STEM
Design of STEM Activities and Environments
Multicultural Competency
STEM Club Project and Major Goals
STEM Career Club Strategic Teaming Model
Context
Teacher-Coaches
Design of Teacher-Coach Professional Development Model
Teacher Professional Development Strategies to Promote Culturally Relevant Pedagogy
Conduct Saturday PD Together at Alternating School Sites
Set up a Clear, Consistent Routine for Club Meetings
Encourage T-Coaches to Make the Club ``Their Own´´
Include Novel Activities with Competitive Elements
Connect All Club Activities to STEM Careers
Bring in Diverse STEM Professionals from the Community
Make Student Attendance Voluntary and Intermittent
Connect Activities to State Standards to Enhance Learning
Minimize Impacts of Research Activities with T-Coach Help
Hand over Club Control to T-Coaches in Year 3
Provide Club Materials to T-Coaches Digitally and Via Hard Copies
Solicit Anonymous Teacher-Coach Reflections Each Year
Relevant Research
Lessons Learned
Teachers Who Did Not Attend PD Were Less Able to Help Students During Clubs
Greater Focus on Students´ Conceptual Learning Did Not Detract from Clubs
T-Coaches and Students Found the Club Activities Engaging Learning Experiences
Switching from ``Teacher´´ to ``Teacher-Coach´´ Was a Challenge
Initial Club Activities Were Too Ambitious and Stressful for Teachers
Asking T-Coaches to Modify Club Newsletters Was Not Sustainable
Extra-Curricular Activities Were Valuable for the T-Coaches
Meetings Gave T-Coaches STEM Career Exposure
Working Together in Clubs Was Challenging for T-Coaches
Participation in PD and the Development of Stronger Learning Communities Was Critical to the Success of the Clubs
Relinquishing Control to T-Coaches Helped to Develop Autonomy
Persistent Teacher-Coach Turnover Undermined Sustainability
Administrator Turnover Was High and Undermined Project Support
Themes in Teacher-Coach Reflections Helped Provide Valuable Formative Data
Conclusions
References
42 Preparing Teachers of Science for the Multicultural Classroom Through a Global Lens
Introduction
Part I: Preparing Teachers of Science by Addressing the Historical and Cultural Contexts of Equity and Social Justice in Multi...
Defining/Framing Key Terms
Racial and Ethnic Equity
Social Justice
The Culture of Science and Science Teaching
Acknowledging the Assumption About Who Does Science
Indigenous Knowledge Systems, Western Modern Science, and the Preparation of Science Teachers
Part II: Preparing Teachers of Science for Multicultural Classrooms: International Scope of Issues in Science Education
PISA: A Primer for Researching Issues of Racial Equity
Social Justice in the Science Classroom
Part III: Research on Current Pedagogies in Science Instruction for Multicultural Classrooms
Critical Race Theory
Culture-Based Education
Culturally Responsive Education
Conclusion/Summary: Where Do We Go from Here?
References
43 Multicultural Science Education for Middle-Level Teacher Candidates
Introduction
Defining Multicultural Education
Content Integration
Knowledge Construction
Prejudice Reduction
Equity Pedagogies
Empowering School Culture and Social Structure
Multicultural Science Education
Multicultural Pedagogies
Shift in Student Demographics
Cultural Diversity
Race/Ethnicity
Language
Gender
Middle-Level Philosophy
Developing Teacher Candidate Cultural Competency
Summary
Cross-References
References
44 Preparing Secondary Science Teachers to Teach Linguistically Diverse Students
Introduction
Current Increase of EL Population in Secondary Grades and Achievement Gap in Science
EL Population Growth and Science Achievement Gap
The Preparation of Secondary Science Teachers
Science and Literacy
Science and Language in the Next Generation Science Standards
The Role of Disciplinary Literacy in Teaching Science to ELs
Initiatives to Support Secondary Science Teachers´ Learning to Teach All Students Including ELs
Different Perspectives of Pedagogical Language Knowledge for Content Areas Teachers
A Perspective of Pedagogical Language Knowledge for Science Teachers
Initiatives in Supporting Preservice and Inservice Secondary Science Teacher to Teach ELs
Innovations in Preservice Science Teacher Education Programs
Professional Development for Secondary Inservice Science Teacher
Summary of Initiatives of Preparing Secondary Science Teachers to Teach ELs
Conclusion and Implications for Secondary Science Teacher Education
References
45 Elementary Teacher Preparation in the Borderlands
Introduction
Practice-Based Elementary Teacher Education Program in the Borderlands
Theoretical Frameworks for Teaching Science and Language
Culturally and Linguistically Responsive Framework
CLR Teacher Dispositions in Science and Language Teaching
CLR Teacher Knowledge Source of Sociopolitical Context for Language Teaching
CLR Teacher Knowledge Source for Science Teaching
Science Content Knowledge
Pedagogical Content Knowledge
CLR Knowledge Source of Teaching Methods in Science and Language Teaching
Opportunities to Integrate Science, Literacy, and Language Instruction
Coursework, Lesson Planning, Observations
Conclusion
Moon Observation Notebook Entries
References
46 Elementary Multicultural Science Teacher Education
Introduction
Multicultural Education and Its Five Dimensions
Multicultural Science Teacher Education
Selection and Analysis of Studies
Limitations
Findings and Synthesis of Articles
Theme 1 Knowledge Construction: Models and Approaches to Science Teacher Preparation
Theme 2 Knowledge Construction: Race of Teachers in Science Teacher Preparation
Theme 3 Knowledge Construction: Are Approaches Working?
Theme 4 Equity Pedagogy
Theme 5 (dis)Empowering School Culture and Social Structure
Next Steps and New Directions for Elementary Multicultural Science Education
Preparing Multicultural Teachers
Extending Approaches to Preparing Multicultural Teachers
Preparing All Teachers as Multicultural Curriculum Teachers
Conclusion
Appendix
References
47 Learning from Youth Lives: Towards a Justice-Oriented Multicultural Science Teacher Education
Learning from Youth Lives: Towards a Justice-Oriented Multicultural Science Teacher Education
Taking a Justice-Oriented Approach to Science Teacher Education: Moving beyond Equity-Oriented Approaches
Justice-Oriented Challenges Minoritized Youth Face in Opportunities to Learn Science
Minoritized Youths´ Powerful Learning Informs Justice-Oriented Approaches
Importance for PSTs to Learn from Youth Lives in Justice-Oriented Ways
Bringing Faith and her Peers into Preservice Education
Positionalities of co-Authors/Educators
Youth as Teacher Educators in Justice-Oriented Ways
The Youths´ Experiential Realities
Centering the Past, Present, and Social Futures of Youth in Learning to Teach
Breaking the Barriers of Injustice by Expanding Expertise
Recognizing Power and Privilege Are Inherent in Teaching across the Lifespan
Conclusion
References
48 ``I Don´t Speak Science´´: Preparing Monolingual Teachers to Work with Multilingual Learners
Introduction
Review of the Relevant Literature
Scientific Literacy vs. Scientific Proficiency
Academic Language Development
Multilingualism in US Schools
Meeting the Needs of Multilingual Learners
Conceptual Framework and Research Questions
Methodology
Study Context and Participants
Data Sources
Data Analysis and Interpretation
The Roleplay: Splarks in Klongles
Before the Roleplay
Pre-Roleplay Discussion: Personal Experience
Pre-Roleplay Discussion: 5E Inquiry and Academic Language Supports for ELs
During the Roleplay
During the Roleplay: Mrs. Crabtree Introduces the Assignment
During the Roleplay: The Paragraph
During the Roleplay: Trying Common Reading Strategies
During the Roleplay: Frustration Sets in
After the Roleplay
After the Roleplay: Individual Reflection
After the Roleplay: Modeling Language Supports
After the Roleplay: Debriefing the Experience
Findings
Affective Responses
Strategies-Oriented Responses
Discussion
Teacher Agency and Advocacy
This Activity Was Great!
Limitations
Conclusion
Appendix A
Splarks Decoded
Appendix B
Example of coding process
Appendix C
Mind map
References
49 Multicultural Perspectives on Language, Identity, and Emotions in Science Teacher Education for Social Justice
Why Language and Emotions?
What Are the Challenges of Linguistic Diversity?
What About Culture?
What Do Emergent Bilinguals Struggle with in Science Classrooms?
What Do Teachers Struggle with at the Intersection of Science and Language Learning?
How Can New Teachers Draw on Students´ Linguistic Resources and Funds of Knowledge to Teach Science?
What Role Do Teacher Beliefs Play?
What Are Some Promising Instructional Strategies for Emerging Bilinguals?
How Should Assessment Practices Be Modified to Better Serve Emerging Bilinguals?
How Can Teachers Learn to Teach in Ways That Support Linguistically Diverse Students?
What Are Some Curriculum Design Principles for New Teachers?
What Research Is Needed to Further Our Understanding of the Intersections Between Language, Culture, and Science Teaching?
What Role Do Emotions Play in Teaching?
What Are Emotions?
How Have Emotions Been Studied in Teacher Education?
How Do Emotions Affect and Shape Learning and Socioscientific Meaning Making for Novice Teachers?
What Types of Frameworks and Resources Help New Science Teachers Understand Their Emotions as They Are Learning to Teach for S...
What Do We Recommend as Design Imperatives for Those Tasked with Helping Novice Science Teachers Effectively Navigate Emotions...
What Role Might Explicit, Critical Inquiries into the Affective Dimensions of Science Teaching and Learning Play?
How Can We Institutionalize Groups that Principally Support Emotional Navigation and Well-Being for Preservice and Early-Caree...
How Might Recruiting and Retaining Faculty of Color and Their Allies Help Shift the Discourse and Advance Justice in Science E...
What Are Some Final Thoughts About Language and Emotions in Science Education?
Cross-References
References
50 Multicultural Science Education: Preparing Elementary Teachers to Support the Academic Language Needs of ELLs in Science
Introduction
Changing Demographics in Public Schools
Conceptual Framework
Sociocultural Theories of Learning
Leveraging ELLs´ Funds of Knowledge
Science Teaching Efficacy
Science Teaching Efficacy and Culturally and Linguistically Diverse Students
Culturally and Linguistically Responsive Teaching
Culturally Responsive Teaching
Linguistically Responsive Teaching
Integrating Language, Literacy, and Science: Promising Results
Preservice Teacher Education, Science, and ELL Student Success
Operationalizing Academic Language
Inviting ELLs to Participate in the Academic Language of School
Importance of Explicitly Teaching Academic Language
Dimensions of Academic Language in Science
Strategies for Supporting ELLs´ Academic Language Development in Science
Content Area Literacy Strategies
Language Support Strategies
Academic Discourse Strategies
Home Language Support
Home Culture and School Science Connections
Conclusion
References
51 Honoring Diverse Knowledge: `A´ohe pau ka `ike i ka hālau ho´okahi | All Knowledge Is Not Learned in One School
Introduction
Inter- archipelago Navigation: An Indigenous STEAM System of Knowledge
Culture, Colonization, and Education in Hawaii, American Samoa, and Chuuk
An Emerging Theoretical Framework: Teacher Agency through Intersectionality and Collateral Learning of Indigenous/Ancestral/Lo...
A Native Hawaiian Approach to STEAM Education Grounded in Ancestral Knowledge by Huihui Kanahele-Mossman
Implementing Native Hawaiian Practices in Pedagogy and Curriculum Development
Place-Based STEAM Education in American Samoa: Culture, Continuity, Conservation by Valasi Lam Yuen-Apulu and Pauline W. U. Ch...
Place-Based STEAM Education: Creating Curriculum from Community Resources
A Samoan Approach to STEAM Education was Grounded in Ancestral Knowledge.
Treasure and Tragedy in Your Own Backyard
Findings and Implications for Curriculum Development in American Samoa
Indigenizing STEM Education in Chuuk by Margarita Cholymay
Family, Church, and Village
Connections to the Literature
Science and Technology of Food Sustainability
School-Based Connections: From Village Wisdom to Pedagogy and Curriculum
First Grade
Fifth Grade
Eighth Grade
Navigating Change Through Indigenous Culture and Community
Conclusions/ Summary
Implications for Teacher Education, Curriculum Development, and Research in Hawaii, American Samoa, and Chuuk, FSM
Appendix I
References
Part VI: Higher Education Issues
52 Cultural Influences in Higher Education
Women´s Culture in Science
53 Black Men in U.S. Undergraduate and Graduate Science Programs and their Persistence: Insights for Multicultural Science Educators
Chapter Considerations
Article Selection Criteria and Analysis Process
Limitations
Findings
The Article Selection
Themes of the Review
Theme 1. The Impact of Precollege S&E Experiences
Theme 2. Relationships with Faculty and Peers in S&E
Within-Group Differences Among Black Men
Relationships with Peers and Faculty
Relationships with Undergraduate Mentors
Theme 3. Support from S&E Departments Within Institutions of Higher Education
Discussion
Recommendations
New Questions and Insights for Science Education Research
The Impact of Precollege S&E Experiences
Relationships with Faculty and Peers in S&E
Support from S&E Departments within Institutions of Higher Education
Conclusion
References
54 Factors that Impact Persistence and the Culture of Higher Education for African American Graduate Students in STEM
Introduction
Statement of the Problem
Pathways to STEM Careers: Historically Black Colleges and Universities (HBCUs)
Factors that Influence Persistence for African Americans in Science
The Role of Mentoring
Sense of Belonging
Support
Self-Efficacy in Science
Science Identity
Undergraduate Research Experiences in Science
Conclusion
References
55 Teaching Science in Another Culture: Multicultural Influences on International Teaching Assistants in Science Programs
Introduction
Globalization of Science Education
Challenges Experienced by International Teaching Assistants
International Teaching Assistants´ Challenges in Language and Communications
International Teaching Assistants´ Challenges Due to Cultural Differences
International Teaching Assistants´ Challenges Due to Contextual Differences
Undergraduate Students´ Attitudes Toward and Perceptions of International Teaching Assistants
Conclusions
Ways in which US Institutions Can Support ITAs in their Teaching Journeys
Ways for International Teaching Assistants to Advance Their Professional Development in US Classrooms
Recommendations for Future Research
References
56 Global Voices: Personal and Professional Lived Experiences of Black and Brown Women´s Culture in Science
Introduction
Global and National Challenges
The Need to Understand Support Factors for Students
Focus of the Study
Objectives
Benefits to Be Gained in Science Through Racial, Ethnic, and Gender Diversity
Inequities: Girls, Women, and Race in Science
Global Insights
Urban Classrooms and the Future of Science: Opportunities Abound
Motivation
Theoretical Framework
Sociocultural Foundations
Identities
Intersectionality
Methodology
Participants
Data Collection and Analysis
Subjectivity Statement
Results and Findings
Theme 1: Garnering Support
Example 1: No Limitations
Example 2: Mentors as Parents
Example 3: An Act of Compassion
Example 4: Affirming Pursuit Beliefs
Example 5: Benefits of Community Support
Theme 2: Cultural Influences
Example 6: Cultural (Re)production
Example 7: Teaching as Performing
Example 8: Building or Derailing Confidence
Example 9: Difference and Ambition
Example 10: It Is Not All About Science
Example 11: Dynamics of the Individual and the Collective
Theme 3: Impactful Experiences
Example 12: Making a Way Out of No Way
Example 13: Valuing Difference
Example 14: Learning from the Other
Example 15: Emotional Awareness
Example 16: Curiosity
Discussion and Implications
Appendix A: Interview Questions
Appendix B: Themes and Examples of Proposed Actions as a Result of Evidence Revealed by International Black and Brown Women Sc...
References
Part VII: Science Education Policy
57 Science Education Policy Introduction
Is Multicultural Science Education Policy a Distinct Subdiscipline?
Relevance of a Multicultural Science Education Perspective to Science Education Policy
Relevant Policy Issues in a Multicultural Science Education Perspective
Introduction to the Chapters
Good Policy Can Also Support Good Practice
References
58 Can There Be Multicultural Science Education Policy in a Country That Does Not Recognize Multicultural Science Education?
Introduction: Why Engage with Multicultural Science Education in a Country That Does Not Use the Concept?
What Is Multicultural Science Education?
Multicultural Science Education as a Situated, Integrated Vision
Some Comments About the Situated, Integrated Vision of Multicultural Science Education
Contextualization: A Sociohistorical Overview of Denmark
Geography
Population Demography
Social Characteristics
Socioeconomic Characteristics
Political Ideals and Characteristics, with Special Focus on Education Policy
Characterization of the Danish School System
School Reform 2013
Education and Equality
School-Age Demography
Structure of Education in Denmark
School Governance
Curriculum with Focus on Science
Language of Instruction
Personal Development and Democratic Citizenship
Conceptual Overview
Overview of National Danish Science Education Policy from a Multicultural Science Education Perspective
Danish Science Education Policy
Danish School Policy Reflecting Multicultural Science Education Ideals
Making Science Available to All
Supporting Equal Opportunity for Success
High-Quality Curriculum
Knowledge for Action
Perspectival/Pro-Diversity Curriculum
Contradictory Tensions Between Danish Educational Policy and a Multicultural Science Education Perspective
Conclusion: Working with a Multicultural Science Education Concept in Denmark
Cross-References
References
59 Toward Equitable Science Instruction: The Current State of Elementary Science Education in the United States and Policy Considerations
Introduction
No Child Left Behind
High-Stakes Standardized Testing
Neoliberalism and the Reproduction of Social Inequities
Post-NCLB Legislation
Race To The Top
Every Student Succeeds Act
Next Generation Science Standards (NGSS)
Current State of Elementary Science Education
Visioning Work and Strategic Action
Alaska Rural Systemic Initiative (AKRSI)
Teacher Scholars of Color
Advancing Coherent and Equitable Systems of Science Education (ACESSE)
Equitable Elementary Ambitious Science Teaching (E2AST)
Tensions with Funding for Desired Reforms
Taking Strategic Action
Conclusion
References
60 Multicultural Education Policies and Practices in South Korea: A Case of North Korean Migrant Students and Science Education
Introduction
Historical Development of Equity Issues in South Korea
Inequity Related to Social Class and the Beginning of Modern Universal Education
Inequity Related to Socio-Economic Status
Emergence of Cultural Diversity and Multicultural Education
Epistemic Justice As an Interpretive Lens
North Korean Migrant Students
Multicultural Education Policies and Research in Korea
Literature on Refugee Students
Background of North Korean Migrants
Support Systems and Programs for North Korean Migrant Students
Evolution of Policy and Practices
Stigma and Cultural Conflicts Perceived by Students from North Korea
School Dropout
Relevant Research on Science Education
Conclusion
Cross-References
References
Part VIII: The Future in Multicultural Science Education Research
61 The Future of Multicultural Science Education
The Known
What Is Known About the History, Theory, and Methods of Research of Multicultural Science Education?
What Is Known About Science Learning and Culture?
What Is Known About Science Teaching and Culture?
What Is Known About Science Curricula and Culture?
What Is Known About Science Teacher Education and Culture?
What Is Known About Higher Education and Culture?
What Is Known About Science Education Policy and Culture?
Missing Voices and Reasons Based on the ``Known´´
The Future of Multicultural Science Education
Terminology and Its Changing
Moving Forward by Remembering the Value of the Past
Final Words for the Future
References
Index