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ERIC Number: EJ1064811
Record Type: Journal
Publication Date: 2015-Jul
Pages: 21
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0036-8326
Multicultural Inquiry toward Demystifying Scientific Culture and Learning Science
Meyer, Xenia S.; Crawford, Barbara A.
Science Education, v99 n4 p617-637 Jul 2015
This study investigated how student participation in an authentic scientific investigation may shape underrepresented students' views of science and support students in learning science. The research centered on the instructional approach used in a fifth-grade classroom to engage English language learning students from Latino backgrounds in a geological investigation using Devonian fossils. The teacher combined the use of inquiry with multicultural education strategies and explicit instruction in nature of science. The unique combination of these instructional strategies, which we refer to as "multicultural inquiry," provided students with opportunities for experiencing scientific activities and negotiating their understandings about scientific culture. Through this instructional approach, students demonstrated science learning and also came to view science as (1) more than just a subject at school, (2) different from media-based depictions, and (3) aligned with the actual disciplines of geology and paleontology. Students also demonstrated self-identification with scientists and interest in pursuing scientific careers. These changes highlight the value of bringing actual scientific practices into classroom settings as related to student views of science.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: 733233