SavedAdd your journal

Journals / International Journal of Environmental and Science Education (elektronik) / 2010 / Cilt: 5 - Sayı: 3

Fen öğretmen adaylarının "diğer" öğrencilerin kültürel olarak duyarlı öğretimine ilişkin anlaması ve filleri ile bağlantılı bir vaka çalışması

A case study of science teacher candidates' understandings and actions related to the culturally responsive teaching of 'Other' students

Mary M. ATWATER
Tanjua B. FREEMAN
Malcolm B. BUTLER
Jessie Draper MORRIS
Pages
287–318
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Both of the participants believed their science teacher education program had shortcomings and did not provide all of the needed experiences for them to be successful in their science teaching of the 'Other‘ students.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this explanatory case study using critical theory as a philosophical lens was to focus on two science teacher candidates‘ understandings of Otherness and their culturally responsive teaching (or the lack thereof) of students they believe are the 'Others‘.
📊
Key Findings & Data:The researchers found that even though the participants had different goals for their students, they were not responsive to some of their students because of the students‘ culture, race, and/or ethnicity.
💡
Conclusion & Impact:Both of the participants believed their science teacher education program had shortcomings and did not provide all of the needed experiences for them to be successful in their science teaching of the 'Other‘ students.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this explanatory case study using critical theory as a philosophical lens was to focus on two science teacher candidates‘ understandings of Otherness and their culturally responsive teaching (or the lack thereof) of students they believe are the 'Others‘. The researchers found that even though the participants had different goals for their students, they were not responsive to some of their students because of the students‘ culture, race, and/or ethnicity. Both of the participants believed their science teacher education program had shortcomings and did not provide all of the needed experiences for them to be successful in their science teaching of the 'Other‘ students.

Özet

Eleştirel teoriyi bir felsefi lens olarak kullanan bu açıklayıcı vaka çalışması, iki fen öğretmen adayının diğerlerini anlamasını ve onları diğerleri şeklinde algılayan öğrencilerin kültürel olarak duyarlı öğretimine (veya diğerlerinin yokluğu) odaklanmıştır. Araştırmacılar, katılımcıların öğrencileri için farklı amaçlara rağmen öğrencilerinin kültürü, ırkı ve/veya etnicitisi nedeni ile bazı öğrencilerine duyarlı olmadıklarını bulmuşlardır. Katılımcıların her ikisi de fen öğretmen eğitimi programı bazı eksiklikleri olduğunu, diğer öğrencilerin fen öğretiminde başarılı olması için ihtiyaç duydukları tüm tecrübeleri sağlamadığına inanmaktadırlar.

🔖

Cite This Article

ATWATER, M. M., FREEMAN, T. B., BUTLER, M. B., MORRIS, J. D. (2022). Fen öğretmen adaylarının "diğer" öğrencilerin kültürel olarak duyarlı öğretimine ilişkin anlaması ve filleri ile bağlantılı bir vaka çalışması. International Journal of Environmental and Science Education (elektronik), Cilt: 5 - Sayı: 3, 287–318. https://ajindex.com/articles/540857

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (13)

  1. Abell, S. K. (2007). Research on science teacher knowledge. In S. K Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105-1149).
  2. Mahwah, NJ: Lawrence Erlbaum Associates. Alba, A. (1990). Ethnic identity: The transformation of White America. New Haven, CT: Yale University Press.
  3. Atwater, M. M., & Riley, J. P. (1993). Multicultural science education: Perspective, definitions, and research agenda. Science Education, 77(6), 661-668.
  4. Atwater, M. M., & Crockett, D. (2003). A world view of preservice teachers:Through the eyes of ethnicity and culture. In S. M. Hines (Ed.), Multicultural science education: Theory, practice, and promise (pp. 55-86). New York: Peter Lang. Aikenhead, G. S., & Otsujui, H. (2000). Japanese and Canadian science teachers‘ views on science and culture. Journal of Science Teacher Education, 11, 277-299.
  5. Banks, J. A. (1973). Teaching ethnic studies: Concepts and strategies (43rd yearbook). Washington, DC: National Council of Social Studies. Banks, J. A., & Banks, C. A. (1989). Multicultural education: Issues and perspectives. Boston: Allyn & Bacon. Barton, A. C. (2007). Science learning in urban settings. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 319-344).
  6. Mahwah, NJ: Lawrence Erlbaum Associates. Bonilla-Silva, E. (2006). Racism with racists: Color-blind racism and the persistence of racial equality in the United States. Lanham, MD: Rowan and Littlefield Publishers.
  7. Brown, A. H. (1998). Equity and empowerment in the mathematics classroom. Curriculum and Teaching, 13(2), 45-57.
  8. Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86(6), 821-839.
  9. Brown, E. L. (2004). What precipitates change in cultural diversity awareness during a multicultural course? Journal of Teacher Education, 55 (4), 325-340
  10. Brown, A. H., Cervero, R. M., and Johnson-Bailey, J. (2000). Making the invisible visible: Race, gender, and teaching in adult education. Adult Education Quarterly, 50(4), 273-288.
  11. Bybee, R., McCrae, B., & Laurie, R. (2009). PISA 2006: An assessment of scientific literacy. Journal of Research in Science Teaching, 46(8), 865-883.
  12. Chenoweth, K. (2007). ―It’s being done” academic success in unexpected schools. Cambridge, MA: Harvard Education Press.
  13. Clifford, J. (1997). Routes: Travel and translation in the late twentieth century. Cambridge, MA: Harvard University Press. Cochran-Smith