| Popis: |
As educators, we can agree that a passion for science is developed during the formative years (Hanson, 2009; Murphy & Beggs, 2005) and it is important for elementary teachers to facilitate rich learning experiences that encourage all students to pursue science beyond high school. In this paper I examine the language of science and identify limiting factors (such as the notion of scientific inquiry) that may discourage some inner-city students from actively pursuing science beyond elementary school. I draw upon personal best practices to demonstrate how inclusive and equitable approaches to teaching can bridge the communication gap. I then show culturally relevant and responsive teaching and learning strategies that can be used to reflect upon personal practice and mobilize the inclusiveness and equity that is implicit in science. This results in an effective approach to reflexive teaching, which is suitable for all science educators, as evidenced by practical learning activities that will be demonstrated. Further, university and college professors can use the inclusive approaches shared while working in their community alongside elementary, middle, and high school teachers to more effectively promote science to a wider audience of learners. |
