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The Epistemological Bridge as a Framework to Guide Teachers to Design Culturally Inclusive Practices
Peer reviewed
Direct linkTovar-Gálvez, Julio César – International Journal of Science Education, 2021
In culturally diverse classrooms, science teachers may plan and enact didactic practices that do not include traditional epistemologies. My purpose is to develop an approach, to support teachers in designing epistemologically inclusive didactic practices. For this, I propose the Epistemological Bridge frame [EB; Castaño, N. (2009). Construcción…
Descriptors: Epistemology, Teaching Methods, Culturally Relevant Education, Science Instruction
