Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum

ABSTRACTThe disproportionate impacts of societal challenges (e.g., climate change, air and water pollution) on minoritized groups expose systemic injustices and compels STEM educators to reframe the role of STEM education in society. In this article, we describe traditional approaches, contemporary approaches, and our proposed future approach in science and STEM education with a focus on equity and justice. First, we begin with conceptual framing for equity and justice. Second, for each era (traditional, contemporary, future), we describe the intersections among (a) what counts as science and STEM subjects; (b) what role phenomena, problems, and societal challenges play in science and STEM education; and (c) how students learn science and STEM subjects. Traditional approaches in science education focused on learning canonical knowledge of science. Contemporary approaches, based on A Framework for K‐12 Science Education and the Next Generation Science Standards, center equity by providing opportunities for all students to make sense of phenomena in science and design solutions to problems in engineering. Going beyond contemporary approaches and complementing other research programs that share a commitment to justice, we propose a potential future approach—justice‐centered STEM education—that addresses societal challenges by leveraging multiple STEM subjects while centering justice. Finally, we close by calling for the science and STEM education communities to address increasingly complex societal challenges by centering justice for minoritized groups.

In this research, a meta-analysis study was conducted to examine the effect of the STEM approach in science education on academic success of students. In accordance with the criteria determined in the meta-analysis study, the studies included in the research are at the Master's and doctoral levels, and these studies were taken from the National Thesis Center database of the Council of Higher Education. In the study, a total of 147 studies carried out between 2010 and 2020 were examined and 31 Master's and 3 Doctoral studies fit the criteria of inclusion were included in the meta-analysis. The sample of a total of 34 studies consisted of 1962 students at the 4th, 5th, 6th, 7th and 8th grade levels. Analyses were made with the help of Comprehensive Meta-Analysis V2 statistical program. The random effects model was used because the structure was heterogeneous when the studies were analysed and combined. As a result of the research, the effect size of the STEM approach in science education on students' academic success was calculated as 1.420. These values are a large effect size according to the academic success variable according to the classification made. In this context, it has been concluded that the STEM approach in science education has a positive and wide-ranging effect on increasing the academic success of students. The size of the effect on academic success differed according to the grade level, and the highest effect was observed in the studies at the 4th grade level.

Bu çalışmanın amacı, fen eğitiminde bağlam temelli öğrenme (BTÖ) yaklaşımı ile ilgili 2010-2021 yılları arasında Türkiye’de yayımlanan tezlerin betimsel içerik analizini yapmaktır. Nitel araştırma yönteminin kullanıldığı bu çalışmada fen eğitiminde BTÖ konusu ile ilgili Yüksek Öğrenim Kurulu [YÖK] Ulusal Tez Merkezi’nde yayımlanan 31 tez; yayın türü/yılı, amaç, yöntem, örneklem grubu, örneklem sayısı, veri toplama aracı, veri analiz türü, bulgular ve öneriler değişkenlerine göre analiz edilmiştir. Verilerin analizinde içerik analizi kullanılmıştır. Fen eğitiminde BTÖ yaklaşımı konusunda en fazla tez çalışması 2019 yılında yayımlanmıştır ve yüksek lisans tezleri ağırlıktadır. En fazla çalışma, BTÖ yaklaşımının başarı ve tutum üzerine etkilerini belirleme amaçlıdır. Tezlerin yöntemi bölümü incelendiğinde araştırma yöntemi olarak en fazla nicel yöntemlerden deneysel yöntemin kullanıldığı belirlenmiştir. Araştırmaların çoğunluğu ortaokul öğrencileri ile ve 0-100 aralığındaki katılımcı sayısıyla gerçekleştirilmiştir. Yapılan araştırmalarda veri toplama aracı olarak başarı testleri ve tutum ölçekleri, veri analiz tekniklerinden de içerik analizi ve t-testinin yoğun olarak kullanıldığı tespit edilmiştir. Tezlerde BTÖ yaklaşımının fen eğitiminde başarıyı artırdığı ve derse karşı olumlu yönde tutum geliştirdiği sonuçlarının elde edildiği belirlenmiştir. En fazla önerinin ise programlarda BTÖ yaklaşımına yer verilmesi yönünde olduğu görülmüştür. Çalışma sonuçlarına göre; fen eğitiminde BTÖ konulu doktora tezleri arttırılabilir; derinlemesine incelemeler yapabilmek için nitel veya karma araştırmalar gerçekleştirilebilir; ilkokul öğrencileri, öğretmenler ve öğretmen adayları ile çalışmalar planlanabilir; nicel çalışmalarda genellenebilirlik için katılımcı sayıları arttırılabilir; fen bilimleri programları ve ders kitapları güncellemelerinde BTÖ yaklaşımına yer verilebilir.

Background Since the turn of the 21st century, research on an inquiry-based approach in science education has increasingly been geared towards the integration of technology, primarily focused on secondary and tertiary education. Thus far, no study has reviewed research on a technology-integrated, inquiry-based approach in the specific context of primary science education. Purpose & Method This scoping review has two primary aims: to investigate the characteristics of the technological interventions used in previous research that employed an inquiry-based approach in science education and to examine the effects of this integrated approach on primary pupils’ learning in science. Fifteen articles from science education journals based on Scimago Journal Rank in the first quartile of 2020 and the Scopus database of the years 2017 to 2021 were extracted and reviewed using narrative and thematic analysis. Findings The review navigates research that has focused on the development of inquiry-based technological tools, the assimilation of the tools with scientific knowledge, and the type of technological intervention used. The technological tools employed were either self-developed or already available on the market. They took one of two forms: a learning management system or a games/simulation. Furthermore, most of the research integrated science contents into their technological tools. In terms of the effects of the technology-integrated, inquiry-based approach, most of the studies demonstrated positive impacts on primary pupils’ learning in science, including pupils’ improved conceptual understanding, scientific and thinking skills, views towards science, levels of motivation and interest, and collaborative skills. Conclusions Based on this review, it is suggested that science teachers should integrate technology into an inquiry-based approach, as research has shown that this approach positively impacts pupils’ learning in science. Future empirical studies should also be carried out to examine the processes needed to integrate technology into an inquiry-based approach, rather than focusing on the effects alone.

This study aimed to analyze the psychological effects of interactive multimedia based on scientific approaches in science teaching and learning for junior high school students. Research and Development is used as a research method, involving three experts as validators for assessing the rightness of material, language, and media, as well as 48 students and one science teacher assessing the rightness of interactive multimedia that is created. Expert assessment of Psychological effects is interactive multimedia collected using validation sheets, student and teacher assessments were carried out using a questionnaire. Data were analyzed using descriptive statistics aided by Statistical Package for The Social Sciences (SPSS windows 22.0). The results showed that material experts, media, languages, as well as teachers and students rated interactive multimedia based on scientific approaches in science teaching and learning to provide Psychological effects in science learning (values in sequence as follows; material = 89%, media = 86%, language = 75%, students = 85% and teacher = 92%).) This result shows that interactive multimedia based on scientific approach can be used as an alternative as a standard in science learning in secondary schools.

The purpose of this study is to study research regarding the context-based learning approach in science education between 2010 and 2020 in Turkey. In this study, a descriptive content analysis method was used to analyzed 86 articles on context-based learning in science education published in 67 different journals. According to some variables such as the year of publication, purpose, area, method, sample, number of samples, data collection tool and data analysis techniques. The Research Classification Form developed by the researchers was used in the analysis of the data. The data were analyzed using descriptive content analysis. Most studies in the field of context-based learning approaches in science education were published in 2019. Most of the studies aimed to determine the effects of the method on achievement and attitude and were carried out within science. The experimental method was preferred among the quantitative methods in the studies. Most of the studies were conducted with secondary school students, and the number of participants was in the range of 0-100. Achievement tests and attitude scales were used extensively as data collection tools, and content analysis and t-test were used extensively in data analysis techniques. According to the results obtained in the research, it is suggested that the researches on the context-based learning approach should be conducted in areas other than science education.

The systems thinking approach requires understanding and interpreting complex systems. This review investigated how the systems thinking approach in science education is positioned in peer-reviewed empirical research articles and to identify the trends used in the current literature. A systematic review of open-access, empirical peer-reviewed articles indexed in the Web of Science database from first mention through the end of 2022 was conducted to analyze the studies on systems thinking in science education. This qualitative study used a content analysis approach to identify trends in the research area of systems thinking in science education. The results revealed that research on systems thinking in science education has increased in recent years, mainly from the United States and Germany. Most studies focused on middle and high school students, and ecosystems were the most frequently addressed domain-specific topic. More than half of the reviewed articles used complexity, relationships, components, interactions, interrelationships, and dynamics as characteristics of systems thinking. The results showed that there was uncertainty in the use of the characteristics, skills, and abilities of systems thinking, and that these three terms were used interchangeably. This research can provide evidence-based indications of areas that need further investigation in future research.

Explorations of the structure-agency dialectic as a tool for framing equity in science education

This paper examines how multilingual education strategies can be applied within STEM classrooms to bridge linguistic gaps and enhance learning outcomes. It reviews various teaching approaches incorporating multiple languages in conveying scientific concepts, aiming to improve accessibility, and understanding for students from diverse linguistic backgrounds. The analysis includes case studies of schools successfully implementing multilingual STEM programs, highlighting the benefits and challenges of such educational practices. Multilingualism presents challenges and opportunities in science education, particularly in bridging the gap between STEM (Science, Technology, Engineering, and Mathematics) subjects and linguistic diversity. This review provides an overview of the key themes and findings from a review of multilingual teaching approaches in science education. The review highlights multilingual students' challenges in STEM education, including language barriers that may impede their understanding of complex scientific concepts. It also examines the importance of addressing these challenges through innovative teaching approaches that leverage students' linguistic diversity as a strength rather than a limitation. Key findings from the review include the effectiveness of bilingual education models, such as content and language-integrated learning (CLIL), in enhancing students' scientific literacy and language proficiency. These models allow students to develop their STEM knowledge and language skills in tandem, leading to improved academic outcomes. The review also discusses the role of culturally responsive teaching in engaging multilingual students in STEM subjects. By incorporating students' cultural and linguistic backgrounds into the curriculum, educators can create more inclusive and effective learning environments that cater to the diverse needs of learners. Overall, the review highlights the importance of adopting a multilingual approach to teaching STEM subjects, which recognizes and values students' linguistic diversity. By embracing multilingualism in science education, educators can help bridge the gap between STEM and linguistic gaps, ultimately promoting more significant equity and inclusivity in STEM education.

This study addresses the pressing need to enhance digital literacy among students, particularly within the framework of project-based learning that incorporates e-books in the science curriculum. The primary aim is to assess the effectiveness of the Project-Based Blended Learning (PBBL) approach in boosting students' digital literacy. A quasi-experimental design was employed, with pre-test and post-test assessments conducted on two student groups. The experimental group engaged in project-based learning using e-books, while the control group followed traditional teaching methods. Data analysis, performed through t-tests, was used to compare the digital literacy improvements between the groups. The findings revealed that students who participated in PBBL with e-books showed a substantial increase in digital literacy compared to those in conventional learning environments. E-books in project-based learning offer greater flexibility, interactivity, and dynamism, significantly fostering the development of digital literacy skills. This research contributes empirical evidence supporting the effectiveness of PBBL in enhancing digital literacy and offers valuable insights for advancing technology-driven teaching approaches in science education.

ABSTRACTThe emerging paradigm of responsible research and innovation (RRI) in the European Commission policy discourse identifies science education as a key agenda for better equipping students with skills and knowledge to tackle complex societal challenges and foster active citizenship in democratic societies. The operationalisation of this broad approach in science education demands, however, the identification of assessment frameworks able to grasp the complexity of RRI process requirements and learning outcomes within science education practice. This article aims to shed light over the application of the RRI approach in science education by proposing a RRI-based analytical framework for science education assessment. We use such framework to review a sample of empirical studies of science education assessments and critically analyse it under the lenses of RRI criteria. As a result, we identify a set of 86 key RRI assessment indicators in science education related to RRI values, transversal competences and experiential and cognitive aspects of learning. We argue that looking at science education through the lenses of RRI can potentially contribute to the integration of metacognitive skills, emotional aspects and procedural dimensions within impact assessments so as to address the complexity of learning.

هدفت الدراسة الحالية إلى الكشف عن المعوقات التي نواجه المعلمين في تطبيق المنحى التكاملي STEM في سلطنة عمان، بالإضافة إلى معرفة أثر متغير الجنس في مدى وجود هذه المعوقات. لتحقيق أهداف الدراسة استُخدم المنهج الوصفي، والاستبانة كأداة لجمع البيانات التي تكونت من ثلاثة محاور، وهي: معوقات تتعلق بالمعلم في تطبيق منحى STEM وتضمن 13 فقرة، ومعوقات تتعلق ببيئة التعلم وتضمن 11 فقرة، ومعوقات تتعلق بالمحتوى وتضمن 12 فقرة. وبعد التحقق من صدق الأداة وثباتها طبقت على عينة الدراسة الذين اختيروا بالطريقة القصدية، وتكونت من 117 من معلمي ومعلمات العلوم بسلطنة عمان الذي تلقوا تدريباً لتطبيق منحى STEM في مدارسهم. أظهرت نتائج الدراسة وجود معوقات بدرجة متوسطة إلى عالية في تطبيق منحى STEM، حيث جاء المحور الثالث (معوقات تتعلق بالمحتوى) بالمرتبة الأولى بمتوسط حسابي 3.51 وبدرجة عالية، يليه المحور الثاني (معوقات تتعلق ببيئة التعلم) بمتوسط حسابي 3.31 وبدرجة متوسطة، ثم المحور الأول (معوقات تتعلق بالمعلم) بمتوسط حسابي 2.77 وبدرجة متوسطة أيضا. كما أظهرت نتائج الدراسة عدم وجود فروق دالة إحصائياً بين المتوسطين الحسابيين لاستجابات معلمي العلوم حول معوقات تطبيق منحى STEM تعزى إلى متغير الجنس (ذكر، أنثى). وفي ضوء النتائج توصي الدراسة بضرورة تطوير محتوى مقررات العلوم من خلال تصميمها وفق منحى STEM، وتجهيز الفصول الدراسية وتوفير الأدوات التي تساعد الطلاب على الممارسة العملية المرتبطة بمنحى STEM، وتطوير أداء معلمي العلوم من خلال تقديم دورات تدريبية مكثفة حول التطبيق المثالي لمنحى STEM في تدريس مادة العلوم.

The aim of this contribution is to discuss the significance of a democratic approach in science education. Initially, the concept of ”democracy” is outlined. According to the deliberative view, democracy is learnt and practiced in communication with others. Furthermore, according to sociocultural theory, communication also enhances scientific content knowledge. This implies that deliberative discussions could be helpful in carrying out teachers’ dual assignment: to transmit knowledge and foster independent, judicious, democratic citizens. The discussion is approached through the presentation of a simulated teaching sequence. Based on this scenario, in which a socioscientific issue is the theme for deliberation, the possibilities and limitations of a deliberative approach in science education is discussed.

Current visions for the education of young people propose learning in meaningful contexts, relevant for citizens of a modern society. Inquiry-based teaching is one such approach in science education, but its potential can best be realised through constructive collaboration between teachers and across subjects. This chapter presents a case of school-based development resulting in a major cross-curricular technology project. It shows how inquiry can form part of a creative process where students design and build technological products of high quality and how this reflects authentic inquiry in science. The teaching project is run by teachers at a lower secondary school in Norway, where students in Grade 9 (age 14–15) spend 2 entire weeks combining a range of subjects in designing and building individual car models. Project authenticity is achieved by allowing for students’ creativity, setting high expectations for product quality and providing enough time for students to participate in creative inquiry processes. Based on this case, it is argued that inquiry-based teaching calls for autonomy for schools and teachers just as meaningful inquiry learning requires a certain level of autonomy for learners. The success of the project is discussed in terms of how it represents an exception to normal curriculum structure, adopts alternative standards and reallocates resources in order to achieve goals set by the school. These goals transcend the narrower goals of the formal curriculum for school subjects and contribute to combating current trends of increased rigidity and narrow focus on testable knowledge in schools.

Climate change is considered one of the greatest threats to human and natural ecosystems. In the search of options for action from science education, this paper aims to analyze the Chilean science curriculum to understand and act upon the socio-environmental climate change emergency. We developed a content analysis of curriculum documents, focusing on climate change, curriculum integration, and climate action. We explored 15 Chilean science and general curriculum documents for nine different school subjects. By understanding curriculum documents as a critical aspect to promote an educational response to climate change, we evidence that, even though only 5% of all learning goals are explicitly connected to climate change, there are opportunities to promote an integrated curriculum on climate change. Activities in the Chilean curriculum regarding climate change are mainly linked to concepts such as sustainability and biodiversity, and climate action from a critical approach of scientific literacy is primarily promoted in the last two years of schooling. This unbalanced science curriculum throughout all levels might be producing potential tensions in pedagogical practices about climate change education.