Multicultural Inquiry Toward Demystifying Scientific Culture and Learning Science
Multicultural Inquiry Toward Demystifying Scientific Culture and Learning Science
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揭秘科学文化和学习科学的多元文化探究
DOI：
10.1002/sce.21162
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发表时间：
2015
影响因子：
4.3
通讯作者：
B. Crawford
中科院分区：
文献类型：
--
作者：
Xenia S. Meyer;B. Crawford
本研究探讨学生参与真实的科学调查如何塑造代表性不足的学生的科学观，并支持学生学习科学。这项研究集中在五年级课堂上使用的教学方法，让来自拉丁美洲背景的英语学习学生参与使用泥盆纪化石的地质调查。教师将探究与多元文化教育策略和科学本质的明确指导相结合。这些教学策略的独特组合，我们称之为“多元文化探究”，为学生提供了体验科学活动和谈判他们对科学文化的理解的机会。通过这种教学方法，学生们展示了科学学习，并将科学视为（1）不仅仅是学校的一门学科，（2）不同于基于媒体的教学，（3）与地质学和古生物学的实际学科相一致。学生们还表现出对科学家的自我认同和对追求科学事业的兴趣。这些变化突出了将实际的科学实践带入课堂环境的价值，这与学生的科学观有关。
This study investigated how student participation in an authentic scientific investigation may shape underrepresented students’ views of science and support students in learning science. The research centered on the instructional approach used in a fifth-grade classroom to engage English language learning students from Latino backgrounds in a geological investigation using Devonian fossils. The teacher combined the use of inquiry with multicultural education strategies and explicit instruction in nature of science. The unique combination of these instructional strategies, which we refer to as “multicultural inquiry,” provided students with opportunities for experiencing scientific activities and negotiating their understandings about scientific culture. Through this instructional approach, students demonstrated science learning and also came to view science as (1) more than just a subject at school, (2) different from media-based depictions, and (3) aligned with the actual disciplines of geology and paleontology. Students also demonstrated self-identification with scientists and interest in pursuing scientific careers. These changes highlight the value of bringing actual scientific practices into classroom settings as related to student views of science.