Sayings, Riddles, and Tongue Twisters: Preparing Prospective Educators to Teach Science by Incorporating Culturally Relevant Tools

• In Event: 33.042 - Toward Justice: Preparing Teachers and Teacher Candidates to Better Serve English Language Learners

Abstract

Objectives or purposes

In this study, the authors explore the role that cultural symbols of nature play as resources for teaching and learning science. The goal of this project was to provide a space in which to investigate symbolic experiences with nature that are attuned with the cultural and linguistic make-up of the student population that bilingual prospective educators serve during their field experience. Initially, the researchers dissect Elizabeth Lawrence’s (1993) concept of “cognitive biophilia” to highlight the use of symbols and images of nature play on cognitive development in the area of science at the elementary level.


Theoretical Framework

Using a culturally responsive lens, this paper narrates how a group of prospective bilingual teachers explored and incorporated symbolic tools such as riddles and tong twisters into the lessons they prepared and implemented as part of their field experience.
Science reform movements recognize that students arrive in the classroom with multiple ways of doing and knowing science and that these ‘knowledges’ often remain untapped (American Association for the Advancement of Science, 1990; National Research Council, 1996).

Methods and data sources

This qualitative study focused on data sources that included preservice teachers’ reflection notes, Blackboard entries, lesson plans, and researchers’ field notes as participant-observers. The research questions that guided this study included: 1) What do prospective bilingual teacher know about culturally relevant tools such as riddles and tong twisters?; 2) Do teachers identify any connections between riddles, sayings, tong twisters and the official science curriculum? And 3) How do prospective bilingual teachers infuse the science lessons they teach with culturally responsive resources including riddles, sayings, and tong twisters?

Results

While data are still under analysis, preliminary findings indicate that prospective teachers’ background knowledge of traditional sayings, tong twisters, and other symbolic representations of science is often limited. Additionally, many of the riddles and tong twisters they knew as children have been forgotten. Finally, there is evidence that prospective teachers found ways to infuse their science teaching with indirect or symbolic experiences with nature through the use cultural tools. Specifically, prospective teachers identified connections in the areas of life science, and earth science.

Scholarly Significance

Studies that focus on symbolic experiences with nature are significant because they address an often ignored aspect of science instruction. These inquiries bring to the forefront the ‘culturally accumulated’ linguistic resources that can serve as tools to teach and learn science.

Authors

• Maria Guadalupe Arreguin-Anderson, The University of Texas - San Antonio

• Jose Agustin Ruiz-Escalante, The University of Texas - Pan American