Culturally Inclusive Science Teaching for Promoting Equal Educational Opportunities

• In Event: 32.045 - Science and Mathematics Education in the Context of Culturally Relevant Practice

Abstract

This study designs a Culturally Inclusive Science Teaching (CIST) Model for teachers of Culturally and Linguistically Diverse (CLD) students and measures its effects on the self-efficacy of forty-seven teacher education candidates in the early childhood through sixth grade (EC-6) teacher education program. The CIST was updated to secure opportunities to gain multicultural pedagogy, science content knowledge, hands on learning, and teaching experiences, thus gradually integrating multicultural components into their lessons and promoting pedagogical equity. The data of the pre- and the post-self efficacy tests showed significant increases both in their Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcomes Expectancy (STOE).

Authors

• Jiyoon Yoon, The University of Texas - Arlington

• Kyoung Jin Kim, Wheelock College

• Leisa Martin, University of Texas at Arlington