| Abstrakt: |
Vary our science instruction (e.g., small group, cooperative learning, problem-based learning, projectbased learning, inquiry, C-E-R, open-ended investigations), and seek teacher/student interaction through meaningful, deep discussions on scientific topics. When asked about being a "culturally responsive teacher", some science teachers may comment that they involve their science students in one of the following scenarios, hence they are, in fact, culturally responsive teachers: Celebrating Black History Month by featuring the work of Benjamin Banneker, Percy Julian, Mae Jemison, Marie M. Daly, Alexa Canady, or Charles R. Drew (but only in February) Hanging a poster of female scientists on the wall of a science classroom Participating in a Zoom with BIPOC (Black, Indigenous, People of Color) scientists Celebrating Cinco de Mayo or other holidays with foods and dance Being a culturally responsive teacher (CRT) is much more than merely mentioning the contributions of BIPOC scientists or inviting them into our classrooms as role models. Schools and teachers that are culturally responsive see it as their responsibility to break down barriers in order to help students negotiate their three worlds of school, home, and peers. [Extracted from the article] |
