According to Mary M. Atwater multicultural science education should be considered an integral part of the discipline of science education. She points out that a body of knowledge about multicultural science education exists, and that this knowledge includes understandings of group identification, culture and science. She goes on to say that multicultural science education relates to science learning and achievement, science instruction and the involvement of different human beings in the science.
Steven J. Rakow and Andrea B. Bermudez suggest that meeting the needs of Hispanic students in science teaching requires that teachers go beyond the simplistic view of the group differing only in language. They outline a holistic approach in which communication is only one factor which may influence science learning. Their broader approach considers the influence of learning style, family and historical culture as an influence on learning. Using Banks six elements which can be used to understand the needs of various ethnic groups, they suggest examing mutlicultural science education in terms of values and behavioral styles, language and dialects, cultural cognitiveness, identification, nonverbal communication, and perspectives, world views and frames of reference.
What should science teachers do to implement a multicultural approach in their own school and classroom? Three levels of decision-making and action taking are presented. As a beginning science teacher, the science department and classroom recommendations should be pertinent.
School level
Effective change should involve the entire school. Too often, teachers who act as individual trail-blazers, get discouraged because of the lack of support and assistance. To increase the chances of a successful multicultural approach in the classroom, the following processes should be implemented:
1.Establishing a whole-school multicultural policy and then ensuring that the science department, or members of interdisciplinary teams in middle schools reflect this policy.2. Use all appropriate opportunities to challenge prejudice as and when it arises in the school community.
3. Ensuring a consistent approach to dealing with racist incidents in the school.
4. To provide, whenever possible, opportunities for teachers to gain some experience of different cultures.
Science Department/Team Level.
Members of a department or a team should enage in discussion and agreement on a policy of multicultural science education. Some steps, strategies and ways to accomplish this are as follows:
1. Develop a policy for the teaching of science from a multicultural perspective in a way that will seek to counter the causes of inequality and prejudice.2. Ensure that all members of the department or team are provided with in-service training to aid them in implementing this policy.
3. Reviewing the approaches to language in science to take into account the role of science education in language development. In this regard, it is important to use the research on the ways students learn. You have learned that teachers should start with the ideas students themselves have, and then to use a variety of ways to help students express their ideas: talking, writing, reading and listening. In chapter 8 a number of strategies were developed to aid in student learning. The strategies we use in the science classrooms need to reflect our attempt to create a multicultural environment. By respecting student's ideas in both monolingual and bilingual settings, students will be encouraged to express themselves, thereby helping them understand science concepts.
4.Collaborating with ESL (English as a Second Language) teachers to share expertise.
5. Discuss the values underlying assessment schemes being used. In Chapter 9, a broad based model of assessment was presented that placed value on a wide variety of student work, and encourged the use of performance test procedures, as well as small group problems solving assessments.
6. Ensuring that resources do not contribute to sterotypical views or carry racist implications. (See Inquiry Activity 11.2)
7. Using and developing links with parents and other members of the local community in order to gain a better understanding of different customs, diets, and religious beliefs.
In the Science Classroom.
Science teachers can enrich their approach to teaching by taking a multicultural perspective in the preparation and carryingout of lessons, units and courses of study. These suggestions that follow will influence the way you view science, and combined with the next section on gender issues in science education, give you a broader view of the field.
1. Adopt the view that sees cultural diversity as a positive advantage. Students from different cultural backgrounds will bring varied experiences to the classroom. Valuing this diversity can enrich the examples that will come forth during class discussions of concepts and pheonomena.2. Make use of science topics and concepts for teaching in a multicultural context. Choosing content topics such as genetics, evolution, foods, and communication, for example, can provide a rich starting point in the multicultural context.
3. Science teachers can challenge notions that ethnic orgin places limitations on individual potential. Activities can be developed that show students that stereotyping of individuals is an innacurate view of the world, and they can explore this via case studies, field trips, and guest speakers. As is the case in the research on women in science, people of color have been forgotten in the science as well. The history of science is full of examples of ethnic minorties contributions to the field ,and this historical perspective can be important in this regard.
4. Demonstrating the validity of technology in particular cultural contexts. Viewing technology as a response to human need means investigating the notion of appropriate technology. Teachers can provide opportunities for students to study the postive and negative implications of particular technologies. This content area can result in powerful discussions, and topics for research. For instance in the British report, science teachers suggest that at one level there is the issue of technolgical change and the proposition that such changes, introduced to enrich the lives of some, may also impovish the lives of others. An example might be the construction of a highway which might bring some the benefits of travel, but for others create havoc in their environment.
5. Illustrating that science has different implications for individuals in different parts of the world.
6. Setting Western science in an historical context which illustrates that it is relatively young in terms of the history of science. Western science emerged in the 16th century, and can be compared to older science practiced in China and the Arab World.
7. Develop an awareness and knowledge of student learning styles, and plan lessons that provide a variety approaches. Within any group of students there will be a range of learning styles, e.g. field dependent vs field independent; visual, auditory, kinesthetic, tactile; left brain, right brain; active, reflective; concrete, abstract. Using a variety of learning activities will meet the learning style needs of students, and provide the experiences students need to develop concepts and an interest in science.
8. Arrange the classroom physical environment that clearly communicates to students that you value and respect cultural diversity. Involve students in the development of bulletin boards that recognize the contributions of ethnic and women scientists in the development of science. Provide books and magazine articles that students can read about the diversity of scientists and careers in science.
Multicultural Activities.
Several multicultural activities in the context of science teaching have been suggested in the section "in the science classroom. Here are some other examples to give you additional ideas for incorporating multicultural thinking into your approach.
Activity: Learning to Observe.
This activity example is from Middle School Life Science by Judy Capra and Harold Pratt. In this activity students conduct a site study in order to learn how to make observations---the most attractive spot, the wettest spot, the driest spot, smallest animal, largest animal, most abundant plant, a one-of-a-kind plant. Student record their observations on a map of the site, and then engage in an analysis by considering a number of problems such as: If you were on the planning committee to make your school grounds more attractive, what 3 things would you suggest? To extend the students understanding of observation as well as how science was part of Native American life, they read a story, "Indian Boyhood---Learning to Observe.
Two discussion questions are posed:
1. Native American Children were raised to be aware of nature. If you are interested in learning about their education, check your library for books such as Indian Boyhood by Charles Eastman or Prettyshield, Medicine Woman of the Crows by Frank B. Linderman. As you read, think about what aspects of their lives you would have enjoyed.2. Read Indian Boyhood (Figure 11.11). While you do so, keep these questions in mind:
• How would you describe Hakadah's schooling?• Would you have enjoyed this type of education?
• Think about what you've observed today. How many different kinds of birds did you see? Were there more clouds in the east or west? When did the ants start to work this morning?