"How Many People Have Been to the Grand Canyon?" Novice Teachers Contextualizing Science Activities in Diverse High School Classrooms

• In Event: 35.075 - Identity, Relationships, and Research in the Science Classroom

Abstract

In this study, we share results from a qualitative study of novice high school teachers' practices as they relate to contextualizing science activities. Novice teachers primarily understood and implemented contextualized activities with attention to Universal or Everyday contexts. More critical or culturally responsive types of contextualized activities were absent from videotaped observations of their lessons. Also, in debrief interviews, novice teachers revealed that attempts to contextualize instruction were grounded in what teachers perceived to be relevant, rather than authentically connected to the experiences and interests' of students in their diverse placement classrooms. Implications for science teacher education are discussed.

Authors

• Sara E. Tolbert, The University of Arizona

• Corey J Knox, The University of Arizona