ERIC Number: ED442637
Record Type: RIE
Publication Date: 2000
Less Talk, More Action for Multicultural Science.
The numbers indicate that science teachers are not reaching ethnic minority students as effectively as they could. The research literature is rife with recommendations for remediation. But many of these cures do more to sustain a style of science education that perpetuates cultural bias than they do to help all students achieve. Multiculturalists and science teachers, who wish to maintain fidelity in the discipline, want all students to appreciate the scope and limitations of science, the cultural influences that have and will color it, the societal manifestations of it, and the opportunities inherent within it. But teachers should not abandon learning theory to "deliver" these notions when student inquiry will better provide for the construction of these meanings for each individual. (Contains 24 references.) (CCM)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A