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ERIC Number: EJ942395
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0022-2984
A Case for Culturally Relevant Teaching in Science Education and Lessons Learned for Teacher Education
Mensah, Felicia Moore
Journal of Negro Education, v80 n3 p296-309 Sum 2011
In this article, the researcher discusses three elementary pre-service teachers' experiences in co-planning and co-teaching a Pollution Unit in a 4th-5th grade science classroom in New York City. The study makes use of microteaching papers, lesson plans, researcher classroom observations, interviews, and informal conversations to elicit lessons learned from implementing culturally relevant teaching in science education Examples of pre-service teachers' planning process culturally relevant teaching examples, assessment of student learning, and reflections on microteaching are also presented as exemplars and interpretations of culturally relevant science teaching. Implications from the study are discussed in terms of support to enact culturally relevant teaching in urban elementary classrooms and in pre-service science teacher education. (Contains 2 tables.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Grade 5; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York