The achievement gaps in science and the under-representation of minorities in science-related fields have long been a concern of the nation. This book examines the roots of this problem by providing a comprehensive, 'state of the field' analysis and synthesis of current research on science education for minority students. Research from a range of theoretical and methodological perspectives is brought to bear on the question of how and why our nation's schools have failed to provide equitable learning opportunities with all students in science education. From this wealth of investigative data, the authors propose a research agenda for the field of science education - identifying strengths and weaknesses in the literature to date as well as the most urgent priorities for those committed to the goals of equity and excellence in science education.
Author(s): Okhee Lee, Aurolyn Luykx
Year: 2006
Language: English
Pages: 212
Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Contents......Page 7
Foreword......Page 9
References......Page 13
Acknowledgments......Page 15
Introduction......Page 17
Section i CONCEPTUAL GROUNDING AND POLICY CONTEXT......Page 23
Student Diversity......Page 25
Ideological and Methodological Limitations......Page 29
Science Achievement......Page 31
Science Attitudes......Page 33
High School Science Course Enrollment, College Major, and Career Choice......Page 34
Science Outcomes......Page 37
Views of Science: Is Science Independent of Culture?......Page 39
Theoretical Perspectives Guiding This Synthesis......Page 42
Accountability as the Policy Context for Science Education......Page 43
Section ii STUDENT LEARNING AND CLASSROOM PRACTICES......Page 47
Factors Related to Science Achievement and Career Choice......Page 49
Science Achievement......Page 50
Science Careers......Page 51
Cultural Beliefs and Practices......Page 53
Worldviews......Page 54
Communication and Interaction Patterns......Page 58
Cultural Transition......Page 61
Scientific Reasoning and Argumentation......Page 62
The Sociopolitical Process of Science Learning......Page 64
Science Learning among ELL Students......Page 66
Studies within the United States......Page 67
Studies outside the United States......Page 68
Discussion......Page 71
4 Science Curriculum......Page 74
Representation of Student Diversity in Existing Science Curricula......Page 75
Culturally Relevant Science Curricula......Page 78
Technology-Based Science Curricula......Page 79
Science Curricula for ELL Students......Page 82
Discussion......Page 85
Culturally Congruent Science Instruction......Page 88
Incongruent Instruction......Page 89
Congruent Instruction......Page 91
Cognitively Based Science Instruction......Page 94
Sociopolitical Process of Science Instruction......Page 97
Inquiry-Based Science Instruction......Page 99
Code-Switching......Page 102
Discussion......Page 105
6 Science Assessment......Page 108
Science Assessment with Culturally Diverse Student Groups......Page 109
Science Assessment with ELL Students......Page 112
Discussion......Page 115
Section iii CREATING EQUITABLE LEARNING ENVIRONMENTS......Page 117
7 Teacher Education......Page 119
Teacher Preparation......Page 120
Science Methods Courses......Page 121
Student Teaching......Page 122
First-Year Teaching......Page 124
Preparation of Minority Science Teachers......Page 125
Teacher Professional Development......Page 126
Teacher Education with ELL Students......Page 133
Discussion......Page 137
Tracking......Page 140
School Restructuring......Page 141
School Leadership and Resource Use......Page 142
Systemic Reform......Page 144
Scaling-Up of Educational Innovations......Page 147
Accountability Policy......Page 150
Discussion......Page 152
Families and Home Environments......Page 154
School Science and Community Connections......Page 156
Science Learning of Homeless Children......Page 158
Discussion......Page 159
Section iv CONCLUSIONS AND A RESEARCH AGENDA......Page 161
Key Features of the Literature......Page 163
Key Findings in the Literature......Page 166
Science Outcomes......Page 170
Student Diversity......Page 171
Diversity of Student Experiences in Relation to Science Curriculum and Instruction......Page 172
Teacher Education......Page 174
High-Stakes Assessment and Accountability Policy......Page 175
School Science and Home/Community Connections......Page 176
Closing......Page 177
Appendix:
Method for Research Synthesis......Page 179
References......Page 183
Index......Page 205
