Systematic Review: The Impact of Pedagogy on Equity in Science Education in Rural Schools

Justin Tukau Jalak,Nurfaradilla Mohamad Nasri

doi:10.4236/ce.2019.1012248

Abstract

The pedagogical impact on equity in science education is an interesting issue to be studied because it gives an overview of the delivery of science education to the community. The concept of equity in science education requires people to have equal rights for quality science education regardless of their geographical location, gender, and socio-economic factors. Systematic review was used to gather empirical studies on pedagogical issues related to science education. Systematic reading was done via databases such as Google Scholar, ERIC and SAGE. The articles were then filtered using PRISMA 2009 Flow Diagram before they went through another filtering process using the six elements in research that adapted from McDermott et al. (2004). Systematic research has found that teacher pedagogy influences the concept of equity in science education in rural schools. The previous studies found there is still a gap in rural school science education to meet science education standards. However, teachers and students are still positive in science learning because the effectiveness of science education depends on the wisdom of teachers in choosing teaching strategies.

Highlights

Science education is a field resulted from human effort to find a rational explanation of nature phenomenon (Kementerian Pendidikan Malaysia, 2015)
A) The results show a significant shift toward the discovery approach. b) The results show that there has been a shift in student-centered teaching methods to constructivism teaching among teachers in Saudi Arabia c) Teachers are found to be less confident in integrating science education with their cultural background. d) The results show that teachers see science as a separate issue and cannot link it to emerging cultural and historical issues
The above research shows that science education in rural schools can meet the demands of equity concepts where quality education can be delivered to all regardless of geography, gender or socioeconomic background

Summary

Introduction

Science education is a field resulted from human effort to find a rational explanation of nature phenomenon (Kementerian Pendidikan Malaysia, 2015). This aspect is interrelated to equity in science education. In the Programme for International Students Assessment (PISA) 2015 report on student achievement in science and attitudes toward science, Singapore outperformed high-performing OECD countries such as Japan, Estonia, Finland, and Canada This shows that neighboring countries like Singapore, which have a culture and language similar to Malaysia, can stand out in international science education (OECD, 2018). Education is seen as a way to develop human capital and improve the standard of living (Rashid, 2008)

Methods

Results

Conclusion