Technology Supported Inquiry-Based Approaches: Opportunities for Culturally-Relevant Pedagogy?

• In Event: Poster Session 4
  In Poster Session: Science Curriculum and Instructional Interventions

Abstract

This case study examined the limitations and/or opportunities to interrogate cultural and sociopolitical issues within the context of technology-supported, inquiry based approaches in precollege science learning and teaching. Classroom observations revealed that while the nature and content of the unit was well aligned with technology supported, inquiry-based approaches, it did not facilitate engagement with cultural and sociopolitical issues. Instead, the major focus of unit enactment was related to (i) daily objectives and goals (ii) opportunities for hands-on activities (iii) activities designed to facilitate group interactions (iv) alternative assessments and (v) teacher modeling on expected outcomes with students. These findings have implications for teacher education and curriculum design related to diverse populations.

Author

• Noemi Waight, University at Buffalo - SUNY