Promoting Student Interest in Science: The Perspectives of Exemplary African American Elementary Teachers

• In Event: Race and Privilege in Teaching and Learning

Abstract

This qualitative study investigates how eight exemplary African American elementary science teachers promote student interest in science. Data revealed that, to promote student interest in science, the teachers stressed that they must first to have a genuine interest in science and science teaching, in student interest in science, and in their relationship with students. Data further revealed that they scaffolded student interest in science (making an authentic connection, providing new exposure, encouraging students to take charge, and keeping an eye on them). In addition, they provided multiple standpoints to catch and sustain student interest in science (hands-on activities, technology, different forms of expression, and community involvement). Finally, the present study discusses these findings in the context of recent theoretical frameworks.

Authors

• Jianzhong Xu, Mississippi State University

• Linda T. Coats, Mississippi State University