Learning objectives
After reading this chapter, you should be able to:
Discuss the implications of science curricula, and teaching practices, that give (or do not give) consideration to the backgrounds of diverse students, especially those from Indigenous backgrounds;
Conceptualise what science education might look like when authentically embedded within students’ lived and everyday experiences;
Identify how presented examples of science teaching embody a culture-based approach to science education;
Discuss the value of a planning framework that can be used to plan and teach in a manner responsive to the cultural backgrounds of students and their communities; and
Apply your understanding to critiquing science lessons you have taught or in developing lessons of study for your current or future teaching context.
Introduction
In addressing the decline in student engagement and differences in student achievement, especially for students from Indigenous, minority and lower socio-economic groups, school science needs to be better connected with students’ lives out of school. This suggests that instruction should emerge out of everyday experiences. At a time when classrooms are characterised by diversity, this raises questions about the ways in which primary school teachers can ensure that all students develop the science knowledge and skills they need to be active participants in society. This chapter will uncover strategies and approaches for engaging students who have a variety of cultural backgrounds, learning styles, needs and interests in learning science.
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