In this chapter, we will explore the theme science for all from four interrelated perspectives: global thinking, multicultural science education, feminist perspectives, and exceptional children and youth. The issues discussed in this chapter will play a pivotal role in our students' development as a teacher. Returning to this chapter from time to time to review and extend will be a valuable experience.
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SECTION 1: SCIENCE FOR ALL I recommend that you download the Powerpoint presentation for this chapter, and use it as an overview for yourself, and note the slides and activities that I've built into the presentation that you might want to use with your students. Again, I want to reemphasise that the I designed the Powerpoints for you and your students to use with the chapter. Initial Case Study: A New Buzz Word? The initial case (p.36) focuses on two of the four themes discussed in the chapter, namely: multicultural science education and gender issues. So its a good one to use to find out what are some of the pre-conceived ideas of the students and teachers in your class. To use the theme, you might post it on an online bulletin board, and ask each student in your class to respond to the question posed in the problem section of the case, "How should Eric respond to the three or four teachers who don't seem to see much value in multicultural science education." Then, at the next class session, have the students work in groups of three, and come to consensus on a strategy. Follow this with very brief presentations. Theme 1: Global Thinking, p. 37
A powerful way to introduce your students to global thinking is to do Inquiry Activity 2.1. After the activity is completed, use Table 2.1 to introduce the core ideas associated with global thinking. Note that six elements are identified. An interesting way to explore the chart is to assign a different element to six groups in your class. Ask the group to describe a lesson whose goal is help middle or high school students apply the element in a community setting. Inquiry Activity 2.1: Exploring Global Thinking, p. 43 I've used this activity for a number of years, and in fact have used it with secondary students from different nations (Australia, Russia, Spain and US). The essence of the activity is to have a group of students "rank order" a list of global environmental problems. To give the activity more of a global perspective, have individual teams role play citizens from a different country (e.g. Australia, Chile, China, Ghana, Japan, Russia, USA). So, when they rank order the problems, they must try and do it from the framework of the country they are representing. Use the Minds-On Strategies to process the results of each group. In preparation for the activity, make photocopies of the Global Problem Cards (p. 44), and provide each team with a set of the cards. Theme 2: Multicultural Perspective, p. 44 A powerful way to introduce this theme is to make use of the article by Randy Moore (Our Apartheid: The Imperative of Multiculturalism in Science Education, pp. 69-70). As Moore points out, "Despite decades-long proclamations about the importance of 'science for all,' our educational system has produced a scientific apartheid." What do students think about the issue that Moore has brought to the surface? Ask the students to explore Moore's article and identify three or four things to do to make science curricula more accessible. Talent Development Approach Introduce your students to the Talent Development Approach developed at Howard University and Johns Hopkins University. Have your students visit their website to see how the principles (p. 47) of the TDA are put into practice. Effective Teaching Practices in Multicultural Context Have your students explore the research-based teaching practices identified by Padron, Waxman and Rivera (p. 49). Assign a different practice to each group in your class, and ask them to identify how they would integate the practice into a lesson on a concept in biology (their choice). Inquiry Activity 2.2: Investigating Images Portrayed in Science Teaching Materials, p. 49 You will need to gather together a collection of science textbooks (elementary, middle and high school). Have students work in teams to evaluate the images of science and people as portrayed in the book using the Multicultural Textbook Evaluation Checklist (p. 50). Have students report to each other, and then have them identify some results across the textbooks that they examined. Theme 3: Gender Issues, p. 51 Gender issues are introduced here, and in the chapter on how students learn (Chapter 5). One approach to use is to have the students in your class make use of the text to identify research-based strategies that have been used in contexts that raise achievement levels and increased science career options of females and minorities. In the Science Teacher Gazette section, you might assign the Research Matters piece by Jane Butler Kahle, Encouraging Girls in Science Courses and Careers.
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Theme 4: Science for All Exceptional Students, p. 55 This is an important theme in this chapter, and anything that can be done to coordinate the content of this section with your colleagues in special education will be a great help to your students. As seen in the chart below, exceptional students can be viewed from three different exceptionalities. Inquiry Activity 2.3 should be used to involve students in exploring these exceptionalities. Note also the emphasis in the contrast between "struggling learners" and "advanced learners." We'll use these terms to talk about mixed-ability classrooms.
Inquiry Activity 2.3: Finding Out about Science Programs for the Exceptional Students, p. 64 In this activity students will make use of web resources to investigate one exceptionality. Refer to the inquiry on p. 64-65 to make the assignments, and to help students identify the web resources. In addition to the SERI site (Special Education Resources on the Internet, I've also identified the web addresses of the major special education organizations, e.g. American Foundation for the Blind, etc. Each team should focus on what teaching strategies should be used with the students they are investigating. Struggling vs Advanced Learners In this chapter, I've used the terms struggling learners and advanced learners, which are used by Carol Ann Tomlinson (How to Differentiate Instruction in Mixed-Ability Classrooms). In mixed ability classrooms, your students will encounter students with a wide range of abilities, attitudes, and aspirations. Tomlinson's work provides a model that I think is very worthwhile exploring. In a teacher handbook that I developed (Accelerating Achievement for Every Student: Using Differentiated Instruction, Inquiry-Based Science and Other High Impact Strategies for Your Science Classroom--you can obtain a copy by following this link), differentiated instruction is explored and explained as it relates to science teaching. You might do a brainstorming activity with your class in which you ask your students to identify (working together in small groups). You can check the slide show to see contrasting lists for advanced and struggling learners.
SECTION 2: SCIENCE TEACHER GAZETTE Think Pieces The think pieces in this chapter (p. 66) pose questions related to multicultural education, equity, racism and sexism. You might select one of these for an online bulletin board discussion, or if your students keep learning logs or journals, have them select one of the questions to write on, and then in class have them pair off and share an aspect of their writing with a peer. Science Teacher Talk I asked the teachers to respond to this question: How do you accommodate students with exceptional needs, such as the gifted and talented, hearing impaired, visually impaired, mentally retarted, students with learning disabilities, behavioral disorders, or potential dropouts? p. 66-69. Select one of the exceptionalities, and ask the class to brainstorm how they would accommodate students with this exceptionality. Record the reponses on chart paper. Five teacher's responses are provided in the section. Now, have your students read each of the teacher's responses, and select one of the teacher's whose response they agree with. Discuss reasons for the agreements. Science Teaching Literature There are two pieces from the literature of science education. The first article (Science for All) is a classic written by Peter J. Fensham, a noted Australian science educator. The second article, written by Randy Moore, is entitled Our Apartheid: The Imperative of Multiculturalism in Science Education. The articles compliment each other in the context of science for all, and I recommend that your students read and discuss them. Research Matters I've included Jane Butler Kahle's research matters article "Encouraging Girls in Science Courses and Careers." The article outlines the characteristics of teachers who successfully encourage girls in science, and what happens in classrooms that foster equity. Readings There is a rich collection of articles and books identified (p. 74-75) for this chapter. On the Web The web resources should enrich the students' understanding of the theme science for all. A variety of sites dealing with the four themes are identified, and linked on this page.
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